PHILIPPINE  EDUCATION  SERIES 

SECOND  PRIMARY 
LANGUAGE  BOOK 


R  EIM  OLD 


IC-NRLF 


WORLD  BOOK  COMPANY 

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LIBRARY 

OF  THE 

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PHILIPPINE     EDUCATION     SERIES 

SECOND    PRIMARY 
LANGUAGE  BOOK 


BY 


O.   S.    REIMOLD,    A.B. 

(UNIVERSITY  OF  MICHIGAN) 

FORMERLY   DIVISION    SUPERINTENDENT   OF    SCHOOLS 
TARLAC   PROVINCE,    PHILIPPINE   ISLANDS 


ILL USTRA TED 


*ZP 

Of   THE 

UNIVERSITY 


NEW  YORK   AND   MANILA 

WORLD    BOOK    COMPANY 

1908 




PHILIPPINE   EDUCATION    SERIES 
READING  AND  LANGUAGE 


FIRST  YEAR 
The  Philippine  Chart 

By  MARY  E.  COLEMAN,  MARGARET  A.  PURCELL,  and  O.  S.  REIMOLD. 
First  Lessons  in  English.  Illustrated. 

The  Philippine  Chart  Primer 

By  MARY  E.  COLEMAN,  MARGARET  A.  PURCELL,  O.  S.  REIMOLD,  and 
JOHN  W.  RITCHIE.  Pupils'  edition  of  The  Chart.  Illustrated. 

The  First  Year  Booh: 

By  MARY  H.  FEE,  MARGARET  A.  PURCELL,  PARKER  II .  FILLMORE,  and 
JOHN  W.  RITCHIE.  A  beautifully  illustrated  language  reader. 

The  First  Year  Book:  Teachers'1  Edition 
Includes  The  First  Year  Manual  by  MARGARET  A.  PLTRCELL. 

SECOND  YEAR 
The  Second  Year  Booh 
In  preparation.  Correlates  with  First  Primary  Language  Book. 

First  Primary  Language  Booh :  Revised  Edition 

By  O.  S.  REIMOLD.  A  further  development  of  conversation  and  writ- 
ing exercises  begun  in  The  First  Year  Book.  A  new  edition,  beautifully 
illustrated. 

THIRD  AND  FOURTH  YEARS 

The  Third  Year  Book 
In  preparation.  Correlates  with  Second  Primary  Language  Book. 

Stories  of'  Long  Ago  In  the  Philippines 

By  D.  O.  McGovNEY.  A  primer  of  Philippine  history  for  third  or 
fourth  year  reading.  Illustrated. 

Second  Primary  Language  Book 

By  O.  S.  REIMOLD.  Unusually  interesting  composition  and  drill  exer- 
cises on  essential  language  forms.  Illustrated. 

Composition  Leaflets  on  Philippine  Activities 

By  O.  S.  REIMOLD.  Presents  the  essential  industries  in  a  series  of 
24  leaflets.  Illustrated. 

WORLD  BOOK  COMPANY 

PARK    HILL,    YONKERS-ON-HUDSON,    NEW   YORK 


Copyright,  1906,  by  World  Book  Co.  Entered  at  Stationers'  Hail,  London 
Registrado  en  las  Islas  Filipinas.  All  rights  reserved 


PREFACE 

THIS  book  aims  to  develop  logically  the  work  begun  in  the  First 
Primary  Language  Book,  and  to  give  the  pupil  a  knowledge  of  the 
simplest  principles  of  the  English  language  and  an  understanding 
of  its  structure  that  will  be  a  solid  foundation  for  all  his  subsequent 
study.  In  addition  it  gives  special  attention  to  the  correction  of 
those  errors  which  are  universal  among  Filipino  students  during 
the  first  years  of  English  work.  The  fact  that  most  children  leave 
school  upon  completion  of  the  primary  course  makes  this  feature 
especially  important. 

Many  exercises  and  drill  devices  are  provided  to  give  the  pupil 
that  unconscious  familiarity  with  correct  forms  so  essential  for  con- 
versational use  of  the  language.  Bearing  in  mind  both  the  im- 
portance and  the  difficulty  of  the  study  of  the  verb,  the  author  has 
taken  care  to  present  the  work  on  the  primary  tenses  of  verbs  in 
simple,  untechnical  language.  In  the  treatment  of  sentences  — 
affirmative,  negative,  and  interrogative  —  word  order  receives  par- 
ticular attention. 

Clear,  concise,  and  logical  expression  is  aimed  at  in  all  exercises. 
The  lessons  on  informal  letter  writing  and  simple  business  corre- 
spondence present  interesting  material  for  composition  work  and 
give  the  pupil  a  useful,  practical  training.  Further  material  for 
composition  work  is  suggested  by  the  series  of  Robinson  Crusoe 
stories.  These  stories,  dealing  with  Crusoe's  long  exile  on  a 
tropical  island,  his  primitive  industries,  his  .inventiveness,  and  his 
perseverance,  present  many  valuable  object  lessons  and  will  hold 
the  child's  interest  throughout  the  book. 

The  teacher  will  find  that  the  needs  of  the  crowded  school  have 
been  kept  in  mind.  The  simplicity  of  explanations,  the  explicit 

3 

219374 


4  PREFACE 

directions  for  all  work,  and  the  question  method  of  developing 
topics,  will  help  the  pupil  to  help  himself.  The  frequent  notes, 
the  suggestions  to  teachers,  and  the  pages  of  conjugations  in  the 
back  of  the  book  will  help  the  teacher  and  tend  to  lighten  his  work. 
In  the  preparation  of  the  manuscript,  the  author  has  had  valuable 
assistance  and  suggestions  from  a  number  of  persons  of  experience 
in  Philippine  schools,  as  well  as  from  experts  in  the  teaching  of 
foreign  languages  to  children.  The  book  was  sent  to  the  Philip- 
pines in  proof  form,  and  was  criticised  and  tested  by  teachers  in 
actual  practice.  The  author  desires  to  extend  special  thanks  to 
Miss  Margaret  A.  Purcell,  John  W.  Ritchie,  Parker  H.  Fillmore, 
Walter  I.  Chapman,  Miss  Gertrude  E.  McVenn,  Miss  Mary  H. 
Fee,  Mrs.  Pearl  B.  Carter,  J.  V.  Barrow,  Russell  Trace,  E.  H. 
Hammond,  George  L.  Swank,  Austin  Craig,  H.  C.  Theobald,  W.  E. 
Chapman,  Lot  D.  Lockwood,  James  C.  Scott,  W.  W.  Marquardt,  Will 
S.  Irey  ;  also  to  W.  L.  Harrington,  author  of  a  series  of  books  for 
non-English-speaking  people,  and  Phil.  Huber,  Superintendent  of 
Schools,  Saginavv,  Michigan. 


CONTENTS 


LESS 

ON 

PAGE 

I. 

Robinson  Crusoe        

.11 

2. 

A  Pupil's  Description  of  Himself 

12 

Sentences 

1  1 

4- 

My  Schoolhouse          ..... 

•          14 

5- 

Commas  with  Names  of  Persons  Addressed 

.          15 

6. 

My  School          

.       16 

7- 

The  Cow  and  the  Carabao  . 

.       17 

8. 

The  Cow 

18 

9- 

Exclamatory  Sentences       .... 

20 

10. 

Robinson  Crusoe  Becomes  a  Sailor     . 

.            .            .21 

1  1. 

12. 

Proper  Nouns     

24 

13- 

Writing  Proper  Nouns        .... 

.         25 

14. 

Nouns  —  Singular  and  Plural 

.         26 

I  C. 

Animals      ....... 

27 

•3* 

16. 

Description  of  an  Animal    .         .         .         . 

.         28 

17- 

The  Hen  and  the  Hawk      .... 

.         29 

18. 

Action-Words  —  Verbs       .... 

.         30 

19. 

What  Animals  can  Do        .         ... 

•         31 

20. 

Review       .         .                  . 

•22 

21. 

Robinson  Crusoe  is  Shipwrecked 

•      34 

22. 

About  Boats       

.         •        ,         -       36 

23- 

Nouns  and  Verbs  in  Sentences  . 

•       37 

24. 

The  Feet  of  Animals  .         .         .         . 

.         .         .         .       38 

25. 

Felipe  Gets  a  Letter   ..... 

•       39 

26. 

Addressing  an  Envelope     .... 

.      41 

27. 

The  Letter  that  Felipe  Received 

.      42 

28. 

The  Parts  of  a  Letter          .... 

•      43 

29. 

An  Answer  to  Ramon's  Letter    . 

•      45 

30- 

Abbreviations  of  Names  of  Months 

.      46 

5 

CONTENTS 


LESSON 

PAGE 

31- 

Reading  and  Writing  Dates 

46 

32. 

Abbreviations     ..... 

48 

33- 

Giving  Directions       .... 

.         .         .         .         .       48 

34- 

Robinson  Crusoe  Visits  the  Wreck     . 

.      49 

35- 

A  Letter  about  Robinson  Crusoe 

52 

36. 

Plural  Nouns  in  es  .    . 

52 

37- 

Nouns  with  Irregular  Plurals 

53 

38. 

Review  of  Robinson  Crusoe  Stories    . 

54 

•JQ 

Nouns  showing  Possession  —  Singular 

C4 

jy' 

40. 

Nouns  showing  Possession  —  Plural    . 

56 

41. 

Robinson  Crusoe  Builds  a  House 

58 

42. 

Building  a  Fence        .... 

60 

43- 

Materials  for  Building  a  House  . 

60 

44- 

Descriptive  Words  —  Adjectives 

.         .        .         .       61 

45- 

Adjectives  after  is  and  are  . 

62 

46. 

Adjectives  and  their  Opposites    . 

63 

47- 

An  Invitation     ..... 

64 

48. 

Pronouns  —  he,  she,  it 

65 

49- 

Pronouns  —  /,  we,  you 

66 

50. 

Pronoun  —  they  

.        .         .         .68 

5i- 

The  Reward  of  Kindness    . 

69 

C2 

What  is  It?                  .... 

71 

31** 
M 

72 

.)J' 

54- 

Robinson  Crusoe's  Calendar 

73 

55- 

Arsenia's  Calendar      .... 

o      75 

56. 

Present  of  the  Verb  to  be    . 

.         .        .         .        .       76 

57- 

Past  of  the  Verb  to  be 

o      77 

58. 

Am,  is,  are,  was,  were 

78 

59- 

Future  of  the  Verb  to  be 

79 

60. 

Shall  be,  will  be  

80 

61. 

81 

62. 

A  Story  about  a  Picture 

.....      82 

63- 

Progressive  Present    .... 

.         .         .         .         .82 

64. 

Exercises  with  Progressive  Present 

83 

65. 

Progressive  Past         .... 

.        .        .         .         .      84 

CONTENTS 


LESSO 

N 

PAGE 

66. 

Exercises  with  Progressive  Present  and  Past     . 

.           84 

67. 

Questions  in  Progressive  Present  and  Past 

.               .               .            85 

68. 

86 

69. 

Robinson  Crusoe's  Diary  ..... 

.        .         .       87 

70. 

Simple  Present          

.        .         .      89 

7'- 

Simple  Present  —  Third  Person  Singular  in  es  . 

.      90 

72. 

Simple  Past  of  Regular  Verbs  .... 

.      91 

73- 

Simple  Past  of  Irregular  Verbs 

.      92 

74- 

Simple  Future  ....... 

•      93 

75- 

Review  of  Verbs       

.      94 

76. 

Pom-pom-pull-away  

•      95 

77- 

How  to  Play  Games           

.      97 

78. 

Robinson  Crusoe  is  Terrified    . 

.       97 

79- 

Descriptions  of  Typhoon  and  Earthquake 

.      99 

80. 

Questions  with  do,  does,  did      .... 

.      99 

81. 

Asking  Questions  with  do,  does,  did  . 

.       IOO 

82. 

Questions  with  shall  and  will    .... 

.       102 

S3- 

A  Business  Letter     

.       I03 

84. 

Writing  Business  Letters  

.       104 

85. 

Addressing  Letters  to  Business  Houses 

.       104 

86. 

Writing  Business  Letters  ..... 

.       1  06 

87. 

Affirmative  and  Negative  Answers     . 

.     106 

88. 

Writing  Affirmative  and  Negative  Answers 

.     107 

89. 

Writing  Questions    

.     1  08 

90. 

A  Letter  to  the  Supervising  Teacher 

.         .     108 

91. 

Robinson  Crusoe  Becomes  a  Potter  . 

.     109 

92. 

The  Pottery  Industry         

.     in 

93- 

Affirmative  and  Negative  Statements 

.     in 

94. 

Writing  Affirmative  and  Negative  Statements   . 

.       112 

95- 

Uses  of  Plants  

.       113 

96. 

Parts  of  Plants  that  are  Useful  .... 

.       114 

97- 

How  to  Make  a  Cup  of  Chocolate 

.       114 

98. 

The  Story  of  Ruperto's  Coat     .... 

.       114 

99- 

The  Story  of  a  Piece  of  Rope    . 

.     116 

IOO. 

Industries                                     .... 

.     116 

CONTENTS 


LESSON 

PAGE 

101.    Robinson  Crusoe's  First  Loaf  of  Bread 

.         117 

102.    Work  and  Fun           

.       120 

103.    Comparison  of  Adjectives 

.       121 

104.    Comparing  Two  Things    .... 

.       122 

105.    The  Goose  and  the  Hen   .... 

.       123 

106.    Irregular  Comparison  of  Adjectives   . 

.       I23 

107.    Comparison  with  more  and  most 

.       124 

1  08.    Much  and  many        ..... 

.       I25 

109.   Little  and  few  

.       127 

no.    How  to  Make  your  School  Beautiful 

.       128 

in.    Arbor  Day        

.       I29 

112.    Robinson  Crusoe  Becomes  a  Tailor  . 

.       I29 

113.   My,  our,  your  .         .         ... 

.       131 

114.   His,  her,  its,  their     ..... 

.       132 

115.    Questions  about  Ownership  of  Things 

.       134 

1  1  6.    Where,  when,  how,  why    -. 

.       I34 

117.    Robinson  Crusoe  Rescues  Friday 

•       135 

1  1  8.   Where  Things  are    

.            .            .            .       J38 

no.   In,  into     . 

120.   Words  that  Tell  how         .... 

.       140 

121.    Words  that  Tell  when       .... 

.       141 

122.    Words  that  are  Spelled  Alike    . 

.       141 

123.    Words  that  are  Pronounced  Alike     . 

.       143 

124.    Robinson  Crusoe  Leaves  his  Island  . 

.       144 

I.     The  Verb  to  be        

.       146 

II.     Progressive  Tenses          .... 

.       147 

III.     Questions  in  Progressive  Tenses     . 

.       148 

'iV.     The  Verb  to  play    

.       149 

V.     The  Verb  to  write  .         .         .         .         . 

.       I50 

VI.     Questions  in  Simple  Tenses     . 

.       151 

VII.     Negative  Statements        .... 

152 

List  of  Irregular  Verbs       

.       153 

Suggestions  to  Teachers    

.       157 

My  Name  is  Robinson  Crusoe 


SECOND  PRIMARY  LANGUAGE  BOOK 


1.   Robinson  Crusoe 

Do  you  know  who  I  am,  boys  and  girls? 
My  name  is  Robinson  Crusoe. 

Did  you  ever  see  clothes  like  mine?  I 
made  them  myself.  Can  you  see  what  they 
are  made  of? 

I  made  my  umbrella,  too.  There  are  no 
stores  where  I  live.  There  are  no  tailors,  no 
shoemakers,  no  carpenters. 

I  live  alone  on  an  island.  This  island 
is  far  away  from  people  and  towns.  My  only 
companions  are  my  dog,  my  cats,  my  par- 
rot, and  my  goats.  When  I  need  anything,  I 
have  to  make  it  myself. 

In  this  book  I  shall  tell  you  some  stories 
about  my  lonely  life.  I  shall  tell  you  how  I 
learned  to  be  a  carpenter,  a  potter,  a  baker,  and 
a  tailor.  Did  you  ever  hear  of  one  man  doing 
so  many  different  kinds  of  work  ? 

Can  you  do  so  many  things  ? 


12  SECOND    PRIMARY   LANGUAGE    BOOK 

Have  you  ever  read  the  story  of  Robinson  Crusoe  ? 

Where  did  Crusoe  live  ?  What  is  an  island  ?  Do 
you  live  on  an  island  ? 

Did  Robinson  Crusoe  buy  his  clothes?  Who  was 
his  tailor?  Why  did  Crusoe  have  to  do  everything 
for  himself  ? 

Who  were  Crusoe's  companions  ? 

Look  at  the  picture  of  Robinson  Crusoe  and  tell 
something  about  him. 

WRITTEN   EXERCISES 

I.    Write  ten  statements  about  Robinson  Crusoe. 
II.    Write  ten  questions  about  Robinson  Crusoe. 

NOTE.  —  The  questions  after  the  reading  lesson  should  be  answered  in  class. 
Let  only  one  pupil  answer  at  a  time.  The  answers  should  be  in  the  pupil's  best 
English.  Let  the  answers  be  written  on  the  board  and  criticised  by  the  teacher 
with  the  assistance  of  the  class.  Do  not  let  more  than  one  child  talk  at  a  time. 
Let  the  pupils  copy  the  answers  on  paper.  Collect  the  papers,  correct,  and 
return  to  the  pupils.  At  the  next  recitation  ask  these  questions  in  review. 

Follow  this  method  in  all  similar  work.     Read  Suggestions  to  Teachers,  I. 

2.  A   Pupil's  Description  of  Himself 

WRITTEN   EXERCISES 
I.    Write  an  answer  to  each  of  the  following  questions  : 

1.  What  is  your  name  ? 

2.  How  old  are  you  ? 

3.  In  what  town  and  barrio  do  you  live  ? 

4.  Wrhat  is  your  father's  name  ? 

5.  What  is  his  occupation  ? 

6.  How  many  brothers  and  sisters  have  you  ? 

7.  How  many  years  have  you  been  in  school  ? 


SECOND   PRIMARY   LANGUAGE   BOOK  13 

8.  In  what  grade  are  you  now  ? 

9.  Who  is  your  teacher  ? 

10.  Which  study  do  you  like  best? 

1 1.  What  can  you  do  at  home  to  help  your  parents  ? 

12.  What  do  you  wish  to  do  when  you  are  older? 

II.     Write  a  description  of  yourself . 

NOTE.  —  Let  the  pupils  answer  orally  all  the  questions  before  writing. 

3.  Sentences 

You  have  studied  two  kinds  of  sentences.  Can  you 
tell  what  they  are  ? 

What  mark  comes  after  a  statement  ?  After  a 
question  ? 

Count  the  sentences  in  the  story  about  Robinson 
Crusoe  that  you  read.  How  many  are  statements  ? 
How  many  are  questions  ? 

Some  sentences  command  or  request  a  person  to  do 
something.  If  your  teacher  wants  you  to  study  your 
lesson,  he  says,  "  Study  your  lesson." 

You  sometimes  hear  your  teacher  give  such  com- 
mands as  these : 

Open  the  window. 
Shut  the  door  quietly. 
Write  your  exercises  neatly. 
Speak  louder. 
Copy  these  sentences. 
We  call  these  sentences  imperative  sentences. 


14  SECOND   PRIMARY   LANGUAGE    BOOK 

An  imperative  sentence  commands  or  requests  a  person  to 
do  something. 

What  mark  comes  after  an  imperative  sentence  ? 

With  what  kind  of  letter  does  the  first  word  begin  ? 

It  is  polite  to  say  "please"  when  you  make  a  request 
of  any  one;  as, 

Please  let  me  take  your  knife. 
Please  help  me  with  my  lesson. 
Please  do  not  hurt  the  bird. 
Open  the  window,  please. 
Let  me  pass,  please. 

WRITTEN    EXERCISES 

I.  Every  day  you  hear  your  teacher  give  commands  to  his  classes. 
Write  ten  such  commands. 

II.  Sometimes  you  ask  your  classmates  to  do  something  for  you. 
Write  ten  such  requests. 

How  many  sentences  did  you  write  in  the  two 
exercises?  What  kind  of  sentences  were  they? 

4.  My  Schoolhouse 
WRITTEN    EXERCISES 
I.     Write  an  answer  to  each  question  : 

1.  In  what  town  is  your  schoolhouse  ? 

2.  In  what  part  of  the  town  is  it  ? 

3.  Of  what  is  it  made  ? 

4.  How  many  rooms  are  there  ? 

5.  How  large  is  your  room  ? 


SECOND   PRIMARY   LANGUAGE   BOOK  15 

6.  How  many  windows  are  there  in  your  room  ? 

7.  How  many  benches  and  desks  are  there  ? 

8.  What  other  things  do  you  see  ? 

II.  Write  a  composition  of  not  over  sixty  words  about  your  school- 
house. 

NOTE.  —  Do  not  allow  the  pupils  to  attempt  Exercise  II  until  the  first  exercise 
has  been  well  done.  The  questions  will  help  the  pupils  to  arrange  their  sentences 
in  good  order  in  their  composition.  See  that  this  order  is  followed.  Too  much 
attention  cannot  be  given  to  this  important  point  when  children  are  beginning  to 
write  compositions.  Read  Suggestions  to  Teachers,  2,  3. 

5.  Commas  with  Names  of  Persons  Addressed 

When  we  speak  to  a  person,  we  often  use  that  per- 
son's name  in  the  sentence;  as, 

1.  Paula,  about  what  is  the  lesson  today? 

2.  I  lost  my  pencil,  Mr.  Rigor. 

3.  Francisco,  please  open  the  window. 

What  kind  of  sentence  is  the  first?  The  second? 
The  last? 

To  whom  is  the  first  sentence  spoken?  What  does 
the  name,  Mr.  Rigor,  show?  Who  is  spoken  to  in  the 
last  sentence? 

What  mark  comes  after  Paula  ?  After  Francisco  ? 
Before  Mr.  Rigor? 

In  some  sentences  a  comma  (,)  is  put  before  the  name  of  the 
person  spoken  to,  and  in  other  sentences  it  is  put  after  the 
name. 

The  name  of  a  person  spoken  to  can  come  either  at 


16  SECOND   PRIMARY   LANGUAGE   BOOK 

the  beginning  or  at  the  close  of  a  sentence.  The  sen- 
tences at  the  beginning  of  this  lesson  could  also  be  as 
follows: 

About  what  is  the  lesson  today,  Paula? 
Mr.  Rigor,  I  lost  my  pencil. 
Please  open  the  window,  Francisco. 

WRITTEN    EXERCISE 

Write  five  statements ;  five  questions ;  five  imperative  sentences. 
Imagine  that  you  are  speaking  to  some  of  your  friends  and  use  the 
name  of  one  of  them  in  each  sentence. 

6.   My  School 

WRITTEN    EXERCISE 

Write  a  composition  entitled  "My  School"      First  write  answers 
to  the  following  questions  : 

1.  How  many  teachers  are  there  in  your  school? 

2.  Who  is  the  principal  ? 

3.  What  is  your  teacher's  name  ? 

4.  How  many  pupils  are  there  in  your  school? 

5.  WThat  grades  are  there  ? 

6.  In  what  grade  are  you? 

7.  How  many  boys  are  there  in  your  grade  ?     How 
many  girls  ? 

8.  How  many  recitations  have  you?     Name  them. 

9.  Which  book  do  you  like  best  ?     Why  ? 

NOTE.  —  Read  the  note  to  Lesson  4  and  Suggestions  to  Teachers,  2,  3. 


SECOND   PRIMARY   LANGUAGE    BOOK 


7.  The  Cow  and  the  Carabao 

A  very  long  time  ago  there  were  only  a  few 
animals  in  this  world. 

The  cow  and  the  carabao  were  the  servants 
of  a  rich  man. 

These  servants  did  not  always  like  to  work. 
One  day  they  went  to  the  river  to  swim. 
They  laid  their  clothes  under  a  clump  of 
bamboo,  and  jumped  into  the  water. 

They  were  having  a  good  time  when  suddenly 
they  saw  their  master  coming  toward  the 
bank.  He  was  very  angry  and  carried  a  big 
stick. 

They  were  frightened  and  ran  for  their 
clothes.  In  their  hurry  the  cow  took  the  cara- 


1 8  SECOND    PRIMARY   LANGUAGE    BOOK 

bao's  clothes.  The  carabao  tried  to  put  on  the 
cow's  clothes. 

The  cow  could  run  very  fast  in  the  carabao's 
loose  coat.  But  the  poor  carabao  could  not  go 
so  fast.  His  coat  was  very  small.  The  master 
caught  the  carabao  and  beat  him.  He  made 
him  work  very  hard. 

And  now  some  people  say  that  ever  since 
that  time  the  cow  has  had  a  loose  skin  and  the 
carabao  a  tight  one.  That  is  why  the  cow 
can  walk  and  run  faster  than  the  carabao. 

Have  you  ever  heard  this  story?  Study  this  story 
so  that  you  can  tell  it  to  your  teacher. 

Do  you  know  other  stones  about  animals  ?  Be 
prepared  to  tell  a  short  story  about  animals  to  your 
classmates. 

DICTATION    EXERCISE 

Write  part  of  the  story  as  your  teacher  dictates  it  to  you. 

NOTE.  —  Dictate  the  first  three  paragraphs.  Note  the  spelling  in  all  dictation 
work.  It  is  a  good  plan  to  let  the  children  study  their  papers  after  they  have 
been  corrected.  Then  a  day  later  give  them  the  same  dictation.  Read  Sugges- 
tions to  Teachers,  5. 

8.  The  Cow 

The  cow  is  one  of  the  largest  of  the  domestic 
animals.  It  is  about  as  large  as  a  horse. 
The  skin  of  the  cow  is  loose  and  thick,  and  is 


SECOND   PRIMARY   LANGUAGE   BOOK  19 

covered  with  a  heavy  coat  of  hair.  Most  Phil- 
ippine cows  are  yellow. 

The  cow  has  long  ears.  Its  horns  are 
pointed,  and  shorter  than  the  horns  of  a  cara- 
bao.  The  cow  has  no  front  teeth  in  the  upper 
jaw. 

The  feet  of  a  cow  are  called  hoofs.  Each 
hoof  is  divided  into  two  parts. 

The  cow  has  a  long  tail  with  a  bunch  of 
hair  at  the  end.  It  uses  its  tail  to  drive  away 
flies. 

The  cow  eats  grass  and  corn.  It  is  a  very 
useful  animal.  It  can  pull  a  cart  faster  than 
a  carabao.  It  gives  us  milk  to  drink.  The 
meat  of  a  cow  is  very  good  to  eat. 

The  first  two  sentences  tell  about  the  size  of  the 
cow.  What  is  the  next  sentence  about  ?  Read  the 
sentences  about  the  cow's  feet ;  its  horns ;  its  food ; 
its  use. 

Notice  that  the  person  who  wrote  the  composi- 
tion about  the  cow,  thought  about  these  things :  size, 
covering  of  body,  color,  ears,  horns,  teeth,  feet,  tail, 
food,  use. 

WRITTEN   EXERCISE 

Write  a  composition  about  the  carabao.  When  you  write  think 
of  these  things: 


20  SECOND    PRIMARY   LANGUAGE    BOOK 

Size,  covering  of  body,  color,  ears,  horns,  teeth,  feet, 
tail,  food,  use. 


.  —  Let  the  pupils  talk  about  the  carabao  in  class,  before  writing.  Ask 
questions  about  its  size,  covering  of  body,  etc.  See  that  the  pupils  follow  the 
order  of  sentences  as  given  in  the  outline. 


9.    Exclamatory   Sentences 

Very  often  you  can  tell  by  a  person's  voice  how  he 
feels.  You  can  tell  when  he  is  very  glad,  or  very  sad  ; 
very  much  pleased,  or  not  pleased.  You  also  know 
when  he  is  surprised,  angry,  or  in  pain. 

Read  the  following  sentences  and  tell  what  feeling 
is  expressed  in  each  : 

1.  O  I  am  falling! 

2.  Help!  The  baby  has  fallen  into  the  river! 

3.  How  hard  it  is  raining  ! 

4.  Poor  Rafael  !     How  sick  he  is  ! 

5.  Hurrah  !     Tomorrow  is  a  holiday  ! 

You  see  that  exclamation  points  (1)  are  used  in  these 
sentences.  The  exclamation  point  shows  that  the 
word  or  the  sentence  expresses  a  strong  feeling.  After 
what  words  do  you  see  an  exclamation  point  ? 

A  sentence  which  expresses  a  strong  feeling  is  called  an 
exclamatory  sentence. 

WRITTEN   EXERCISES 
I.    Write  a  list  of  words  used  in  your  language  as  exclamations. 


SECOND    PRIMARY    LANGUAGE   BOOK  21 

What  words  in  your  language  are  used  to  express 
joy?  Sorrow?  Pleasure?  Pain?  Fear?  Surprise? 
Anger  ? 

II.    Write  ten  exclamatory  sentences.     Think  of  what  you  would 

say: 

If  you  saw  your  house  burning ;  if  you  had  lost  your 
book ;  if  you  had  found  it  again ;  if  you  had  worked  a 
long  time  on  a  problem  without  solving  it;  if  at  last 
you  had  solved  the  problem  ;  if  your  mother  had  given 
you  a  gift ;  if  you  had  failed  in  an  examination ;  if  the 
day  was  very  hot ;  if  you  saw  a  man  cruelly  beating  a 
dog ;  if  you  were  tardy. 

10.  Robinson  Crusoe  Becomes  a  Sailor 

I  promised  to  tell  you  some  stories  about 
myself. 

When  I  was  a  boy,  I  lived  in  England  in  a 
city  near  the  sea.  My  parents  were  kind  and 
loving.  They  sent  me  to  school  but  I  did  not 
like  school.  I  did  not  like  to  study.  I 
wanted  to  be  a  sailor. 

Every  day  I  watched  the  big  ships  coming  in 
from  countries  far  away.  I  talked  to  the 
sailors  for  hours  and  hours.  They  told  me 
stories  about  foreign  lands  and  strange  people. 
O  how  I  wanted  to  sail  far  away  and  see  the 
world ! 


22 


SECOND   PRIMARY   LANGUAGE   BOOK 


When  I  talked  of  going  to  sea,  my  poor 
mother  looked  very  sad.  My  father  with  tears 
in  his  eyes  begged  me  to  stay  at  home.  He 
and  my  mother  were  growing  old.  They 
needed  me  near  them. 

My  father  said  that  a  sailor's  life  was  hard. 
I  know  now  that  my  father  was  right.  But 
at  that  time  I  did  not  listen. 

When  I  was  eighteen  years  old,  I  ran  away 
to  sea.  I  had  a  friend  whose  father  was  a  ship 
captain.  One  day  this  young  man  asked  me  to 
go  on  a  voyage  with  him. 

How  glad  I  was !  I  did  not  ask  my  father's 
permission.  I  did  not  even  say  goodby  to  my 


SECOND   PRIMARY    LANGUAGE   BOOK  23 

poor   mother.     I   went  on   board    the  ship   at 
once.     At  last  I  was  a  sailor ! 

I  know  now  that  I  was  very  cruel  to  my 
good  parents.  I  have  thought  about  it  many 
times  and  I  hope  that  God  has  forgiven  me. 

Where  did  Crusoe  live  when  he  was  a  boy?  What 
kind  of  parents  had  he  ?  What  did  they  want  him  to 
do?  What  did  Crusoe  like  to  do? 

Why  did  Crusoe  wish  to  be  a  sailor?  What  is  a 
sailor  ? 

How  old  was  Crusoe  when  he  became  a  sailor? 
How  did  he  happen  to  go  to  sea?  Did  he  tell  his 
parents  that  he  was  going  ?  How  do  you  think  that  his 
parents  felt  when  he  never  came  home  again  ? 

How  did  Crusoe  feel  when  he  first  became  a  sailor  ? 
How  did  he  feel  when  he  thought  of  his  parents? 

Study  this  story  and  tell  it  to  your  teacher. 

Read  the  exclamatory  sentences  in  this  story. 

DICTATION    EXERCISE 
Write  the  part  of  the  story  that  your  teacher  dictates  to  you. 

NOTE. —  Do  not  dictate  the  whole  story  at  one  time.  The  first  two  paragraphs 
would  be  sufficient  for  one  exercise.  Read  the  notes  to  Lessons  I  and  5. 

11.  Nouns 

You  have  learned  that  all  things  have  names. 
Words  which  are  the  names  of  things  are  called 
nouns. 

A  noun  is  the  name  of  something. 


24  SECOND   PRIMARY   LANGUAGE    BOOK 

Give  a  noun  that  is  the  name  of  something  in  the 
schoolroom  ;  of  something  at  home ;  of  something  that 
you  eat ;  of  something  that  you  can  hear. 

Give  a  noun  that  is  the  name  of  a  tool ;  a  plant ; 
an  animal;  a  toy;  a  workman;  a  fruit;  a  game. 

Give  a  noun  that  names  a  part  of  the  body ;  a  part 
of  a  building ;  a  part  of  a  cart ;  a  piece  of  clothing. 

Find  ten  nouns  in  Lesson  i. 

Find  ten  nouns  in  Lesson  8. 

WRITTEN    EXERCISE 
Write  the  following  list  of  notms  : 

1.  The  names  of  four  things  that  you  use  in  school. 

2.  The  names  of  three  animals  that  have  four  feet. 

3.  The  names  of  three  animals  that  can  fly. 

4.  The  names  of  two  things  that  are  round. 

5.  The  names  of  three  plants  that  bear  good  fruit. 

6.  The  names  of  three  materials  used  for  clothing. 

7.  The  names  of  three  things  that  give  us  light. 

8.  The  names  of  three  things  that  you  want. 

9.  The  names  of  three  things  sold  in  the  market. 

12.  Proper  Nouns 

Every  boy  and  girl  has  a  name.  All  men  and  all 
women  have  names.  Here  are  some  names  of  persons  : 
Pablo,  Adela,  Felisa,  Alfonso,  Mr.  Arboleda,  Mrs.  Tec- 
son,  Miss  Ruiz. 

Names  of  persons  are  called  proper  nouns. 


SECOND   PRIMARY   LANGUAGE   BOOK  25 

With  what  kind  of  letters  do  the  names  of  persons 
begin  ? 

Each  country  has  a  name.  The  names  of  some 
countries  are:  United  States,  China,  Japan.  With 
what  kind  of  letters  do  names  of  countries  begin  ? 

What  is  the  name  of  the  island  on  which  you  live  ? 
With  what  kind  of  letter  does  its  name  begin  ? 

With  what  kind  of  letter  does  the  name  of  a  prov- 
ince begin  ?  The  name  of  a  town  ?  Of  a  barrio  ? 

Names  of  countries,  islands,  provinces,  towns,  and 
barrios  are  also  proper  nouns. 

Every  bay  has  a  name  ;  as,  Manila  bay,  Sorsogon  bay. 

Rivers  have  names ;  as,  Pasig  river,  Cagayan  river. 

Names  of  rivers  and  bays  are  proper  nouns. 

What  kind  of  names  are  proper  nouns  ? 

With  what  kind  of  letters  do  proper  nouns  begin  ? 

Proper  nouns  always  begin  with  capital  letters. 

WRITTEN   EXERCISES 
I.    Write  the  names  of: 

Five  persons ;  four  countries ;  five  islands ;  four 
provinces  ;  four  towns ;  four  barrios  ;  three  bays ;  four 
rivers. 

II.    Write  the  proper  nouns  that  you  find  in  Lessons  i  and  10. 

13.  Writing  Proper  Nouns 
WRITTEN  EXERCISE 

Write  an  answer  to  each  question  : 

i.  What  is  the  name  of  the  islands  in  which  you 
live  ? 


26  SECOND  PRIMARY   LANGUAGE    BOOK 

2.  What  is  the  capital  of  these  islands? 

3.  On  what  river  is  the  capital  ?   On  what  bay  ? 

4.  On  what  island  do  you  live  ? 

5.  What  other  large  island  is  near  yours  ? 

6.  In  what  province  do  you  live  ? 

7.  What  provinces  touch  your  province  ? 

8.  What  is  the  capital  of  your  province  ? 

9.  What    are    the    two    largest    towns    in    your 
province  ? 

10.  What  river  is  near  your  town  ? 

11.  Into  what  does  the  river  flow? 

12.  What  mountains  can  you  see  from  your  town? 

13.  Who  is  the  Governor  General    of  the   Philip- 
pine Islands  ? 

14.  Who  is  the  governor  of  your  province  ? 

15.  Who  is  the  director  of  education  ? 

1 6.  Who  is  the  superintendent  of  schools  of  your 
province  ? 

17.  Who  is  your  supervising  teacher? 

14.  Nouns  —  Singular  and  Plural 

When  a  noun  is  the  name  of  one  thing,  it  is  called 
a  singular  noun.  Here  are  some  singular  nouns  :  dog, 
hen,  brother,  river. 

When  a  noun  is  the  name  of  more  than  one  thing, 
it  is  called  a  plural  noun.  These  are  plural  nouns: 
dogs,  hens,  brothers,  rivers. 

How  is  a  singular  noun  changed  to  a  plural  noun  ? 


SECOND   PRIMARY    LANGUAGE   BOOK  27 

We  generally  add  5  to  a  singular  noun  to  make  it  plural. 

Be  very  careful  to  pronounce  the  plurals  so  that  the 
final  5-  can  be  heard. 

Read  the  following  nouns  and  tell  whether  they  are 
singular  or  plural.  Be  careful  about  your  pronuncia- 
tion so  that  your  teacher,  without  looking  at  his  book, 
can  tell  whether  or  not  the  word  ends  in  ^ : 

market  year  islands  chair  blacksmith 

plows  crow  house  slate  flags 

days  horses  clouds  shoes  banana 

pupil  tops  tree  locusts  desks 

WRITTEN   EXERCISES 

I.  Copy  the  nouns  above,  putting  the  singular  nouns  in  one  col- 
umn and  the  plural  nouns  in  another  column. 

II.  Change  the  singular  nouns  above  so  that  they  will  be  plural, 
and  the  plural  nouns  so  that  they  will  be  singular. 

III.    Find  ten  singular  nouns  and  eight  plural  nouns  in  Lesson  10, 
and  write  them. 

15.  Animals 

Everybody  has  animals  about  the  house  or 
in  the  yard.  These  animals  are  called  domestic 
animals.  Domestic  animals  are  kept  because 
they  are  useful  in  many  ways. 

Animals  that  live  in  forests  and  in  mountains 
are  called  wild  animals.  Many  wild  birds  live 
in  the  trees  in  towns,  but  they  are  very  timid. 


28  SECOND   PRIMARY   LANGUAGE    BOOK 

WRITTEN   EXERCISE 
Write  an  answer  to  each  question  : 

1.  What  domestic  animals  have  you  at  home  ? 

2.  What  animals  help  to  do  our  work  ? 

3.  From  what  animals  do  we  get  food  ? 

4.  What  animal  protects  us  ? 

5.  How  does  it  protect  us  ? 

6.  Of  what  use  are  chickens  ? 

7.  What  animals  are  enemies  of  chickens  ? 

8.  Why  is  the  cat  useful  ? 

9.  What  animal  is  the  cat's  enemy? 

10.  How  does  the  cat  protect  itself? 

1 1.  What  animals  live  in  water? 

12.  What  animals  live  both  on  land  and  in  water? 

13.  What  snakes  are  very  dangerous? 

14.  What  wild  animals  are  hunted  for  food  ? 

16.  Description  of  an  Animal 

Try  to  describe  some  animal  to  your  class. 
Do  not  tell  the  name,  but  let  your  classmates 
guess  what  animal  you  are  describing.  If  all 
can  tell  the  name,  then  your  description  is 
good. 

WRITTEN   EXERCISE 

Write  a  description  of  an  animal  Use  as  a  title,  "  What  is 
this  animal?  "  Before  writing,  think  of  these  things  : 

Is  the  animal  domestic  or  wild  ?  Does  it  live  in 
trees?  In  water?  On  land?  Under  the  ground? 


SECOND   PRIMARY   LANGUAGE   BOOK 


What  can  you  say  about  the  covering  of  its  body  ? 
Its  color?  Its  size?  Has  it  feet?  How  many?  What 
kind  ?  Does  it  move  fast  or  slowly  ?  What  does  it 
eat  ?  Is  it  useful  or  harmful  ? 

NOTE.  —  Much  oral  work  should  be  done  in  class  before  asking  the  children 
to  write.  Let  some  pupil  think  of  an  animal  but  not  tell  its  name.  Ask  him  the 
questions  given  in  this  lesson.  When  he  has  finished,  ask  the  class  what  animal 
was  described.  See  that  the  pupils  get  their  sentences  in  the  right  order  when 
they  write.  They  should  follow  the  order  of  the  questions. 

17.  The  Hen  and  the  Hawk 

Do  you  know  why 
the  hen  is  always 
scratching  ?  Do  you 
know  why  the  hawk 
is  her  enemy? 

People  say  that  a 
long  time  ago  the  hen 
and  the  hawk  were  friends.  The  hawk  often 
visited  the  hen  and  played  with  her  chicks. 

One  day  the  hen  said, 
"  Mr.  Hawk,  will  you 
please  let  me  wear  your 
ring?"  What  did  the 
hawk  say?  Where  did 
the  hen  go  with  the 
ring? 

The    ring    was    too    large     for     the     hen. 


30  SECOND    PRIMARY   LANGUAGE   BOOK 

What  happened  to  the  ring?  What  did  the 
hen  do  then  ? 

The  next  day  the  hawk  came  for  his  ring. 
What  did  the  hen  say?  What  did  the  hawk 
reply  ? 

Every  day  the  hawk  came.  He  always  saw 
the  hen  and  her  chicks  scratching.  Why  were 
they  doing  this  ? 

Has  the  ring  been  found  yet  ? 

If  you  do  not  already  know  this  story,  ask  some 
one  to  tell  it  to  you,  and  then  tell  it  to  your  teacher 
in  class. 

WRITTEN   EXERCISE 

Write  the  story  about  the  hen  and  the  hawk.  You  can  make  your 
story  more  interesting  by  drawing  one  or  two  simple  pictures. 

NOTE.  —  This  story  is  well  known,  but  there  are  many  versions  of  it.  Each 
pupil  may  tell  it  somewhat  differently.  After  thorough  oral  drill  on  this  lesson 
let  each  child  write  the  story  as  he  knows  it,  but  all  should  follow  the  form  as 
outlined  in  the  lesson,  by  supplying  the  answer  for  each  question. 

18 .  Action- Words  —  Verbs 

1.  The  horse  runs. 

2.  Chickens  scratch. 

3.  The  wind  blows. 

Read  the  nouns  in  each  sentence.  What  does  the 
horse  do?  What  do  chickens  do?  What  does  the 
wind  do  ? 


SECOND   PRIMARY    LANGUAGE    BOOK  31 

Each  of  these  words,  runs,  scratch,  blows,  tells 
what  something  does.  Each  describes  an  action. 
They  are  called  action-words.  Action-words  are  also 
called  verbs. 

Words  that  tell  what  a  person  or  thing  does,  are  called 
verbs. 

Do  as  these  verbs  say :  rise,  stand,  walk,  point, 
turn,  bend,  open,  take,  give,  blow,  bow. 

WRITTEN    EXERCISES 

I.  Every  day  you  do  things  at  school.  Write  ten  verbs  which  tell 
what  you  do.  Write  ten  verbs  which  tell  what  your  father  or 
mother  does. 

II.  Write  fifteen  sentences.  In  each  sentence  use  one  of  the  follow- 
ing nouns  with  a  verb.  Think  of  a  word  that  tells  what  each  does. 

flag 

tailor 

goat 

EXAMPLE  :  The  flag  waves. 

19.    What  Animals  can  Do 

WRITTEN    EXERCISES 

I.  The  following  verbs  tell  how  some  animals  move.  Write  nine 
sentences,  using  the  name  of  an  animal  and  one  of  these  verbs  in  each  : 

walk  hop  climb 

run  swim  fly 

jump  wade  crawl 


farmer 

river 

sun 

kite 

pupil 
bell 

teacher 
tree 

servant 
crow 

fire 
knife 

32  SECOND   PRIMARY   LANGUAGE   BOOK 

II.      Write  an  answer  to  each  question.     Draw  a 
line  under  each  verb  in  your  answer : 

1.  What  animal  builds  a  house? 

2.  What  animal  digs  in  the  ground  ? 

3.  How  does  it  dig? 

4.  What  insect  weaves? 

5.  What  does  it  weave  ? 

6.  What  insect  cuts  paper? 

7.  What  animal  bites  ? 

8.  What  animal  stings  ? 

9.  What  animal 

scratches  ? 

10.  What  bird  sings? 

1 1 .  What  bird  whistles  ? 

12.  What  animal  hisses? 

2O.  Review 

1.  How    many    kinds    of     sentences    have    you 
studied  ? 

2.  Tell  what  each  of  these  kinds  of  sentence  does  : 
statement ;    question ;    imperative   sentence ;    exclam- 
atory sentence. 

3.  After  what  kinds  of  sentences  is  a  period  used  ? 

4.  When  is  an  exclamation  point  used  ? 

5.  When  is  a  comma  used  in  the  sentence? 

6.  What  is  a  noun  ? 

7.  Give  eight  proper  nouns. 

8.  Is  an  action-word  a  noun  ? 

9.  What  does  an  action-word  tell  ? 


SECOND   PRIMARY   LANGUAGE    BOOK  33 

10.  What  is  another  name  for  action-word? 

11.  How  do  you  know  the  difference  between   a 
noun  and  a  verb? 

12.  What  kind  of  nouns  begins  with  capital  letters? 

13.  Give  another  use  for  capital  letters. 

14.  What  is  a  singular  noun?     A  plural  noun? 

15.  How  are  singular  nouns  generally  made  plural  ? 

WRITTEN    EXERCISES 

I.     Write  three  statements;    three   exclamatory  sentences ;    three 
questions ;  three  imperative  sentences. 

II.  Write  five  singular  nouns ;  five  plural  nouns;  five  proper 
nouns  ;  five  verbs. 

III.  Copy  the  following  sentences.  Put  one  line  under  each 
noun  and  two  lines  under  each  verb.  In  class  tell  whether  the  nouns 
are  singular  or  plural. 

1.  The  leaves  fall  to  the  ground. 

2.  Robinson  Crusoe  ran  away  from  home. 

3.  The  ship  sailed  to  South  America. 

4.  The  hunter  kills  the  wild  hog. 

5.  Wild  hogs  live  in  the  forest. 

6.  The  Pasig  river  flows  through  Manila. 

7.  Coconuts  grow  on  tall  trees. 

8.  Miguela  puts  the  books  on  the  table. 

9.  The  hawk  wore  a  gold  ring. 

NOTE.  —  Show  the  pupils  how  to  study  the  first  part  of  this  lesson.  Let 
some  pupil  read  a  question.  If  he  cannot  answer  it,  ask  him  to  turn  to  the  lesson 
where  he  can  find  the  answer. 

After  this  drill,  each  pupil  should  be  able  to  answer  every  question  in  a  good 
English  statement.  Write  six  or  eight  questions  on  the  board  and  let  the  pupils 
write  the  answers.  Collect  the  papers,  correct,  and  return.  Give  each  pupil  a 
grade  according  to  the  merit  of  his  paper. 


34  SECOND   PRIMARY   LANGUAGE    BOOK 


21.  Robinson  Crusoe  is  Shipwrecked 

I  have  told  you,  boys  and  girls,  how  I  ran 
away  and  became  a  sailor  against  my  parents' 
wishes.  I  soon  found  that  my  poor  father 
was  right  when  he  said  that  a  sailor's  life  was 
hard.  O  how  often  I  wanted  to  go  home  1  But 
I  felt  ashamed  to  meet  my  parents  after  I  had 
been  so  cruel  to  them. 

For  many  years  I  sailed  over  the  seas.  I 
saw  wonderful  countries  and  strange  people. 
Now  I  shall  tell  you  how  I  came  to  this  island. 

I  was  on  a  ship  that  was  sailing  from  Brazil, 
in  South  America,  to  the  west  coast  of  Africa. 

A  few  days  after  we  left  port,  a  terrible  storm 


SECOND   PRIMARY   LANGUAGE   BOOK  35 

came  upon  us.  For  twelve  days  the  wind 
blew  very  hard.  I  thought  every  day  that  the 
ship  would  sink,  and  that  all  of  us  would  be 
drowned.  We  did  not  even  know  where  we 
were.  After  many,  many  days  of  storm,  we 
saw  land  far  away. 

Alas!  Our  joy  was  short.  The  wind  drove 
us  toward  the  shore,  and  the  ship  suddenly 
hit  a  sandbar  and  stuck  fast.  We  thought 
it  might  break  to  pieces  any  moment. 

As  quickly  as  we  could,  we  lowered  a  small 
boat  and  pushed  off.  We  had  not  rowed  far 
when  a  large  wave  overturned  the  boat.  It 
washed  us  all  away. 

Another  large  wave  caught  me  and  carried 
me  to\vard  shore.  It  threw  me  upon  a  rock. 
My  poor  companions  were  drowned,  I  suppose, 
for  I  never  saw  them  again. 

I  fell  on  my  knees  and  thanked  God  who 
was  so  good  to  me.  But  I  felt  very  sad  and 
lonely  when  I  thought  of  my  poor  companions. 

When  night  came  on,  I  hunted  for  a  place  to 
sleep.  I  was  afraid  that  some  wild  animal 
might  eat  me.  I  found  a  big  tree  and  climbed 
into  it.  There  I  slept  till  morning. 


36  SECOND   PRIMARY   LANGUAGE    BOOK 

How  did  Crusoe  like  being  a  sailor?  Why  did  he 
not  go  home  ? 

How  did  Crusoe  happen  to  be  on  this  island  ? 

Where  was  Crusoe  going  when  he  was  ship- 
wrecked? In  what  direction  is  Africa  from  Brazil? 
How  long  did  the  storm  last  ?  What  gave  the  sailors 
hope  ?  What  did  the  ship  strike  ?  Why  did  Crusoe 
and  his  companions  leave  the  ship  ?  What  became  of 
his  companions?  How  did  Crusoe  escape  drowning? 
Where 'did  Crusoe  sleep  the  first  night  on  shore? 
Of  what  was  he  afraid  ? 

Tell  this  story  to  your  teacher  and  classmates. 

WRITTEN   EXERCISES 

I.  Write  three  exclamatory  sentences  which  Crusoe  might  have 
spoken  during  the  storm  ;  three  exclamatory  sentences  which  he  might 
have  said  after  he  landed. 

II.  Write  twelve  nouns  that  you  can  find  in  the  story.  Put  the 
singulars  in  one  column,  the  plurals  in  another,  and  the  proper  nouns 
in  a  third. 

III.    Write  ten  verbs  that  you  can  find  in  the  story. 

NOTE.  —  Read  the  note  to  Lesson  i  and  Suggestions  to  Teachers,  i. 

22.    About  Boats 
WRITTEN   EXERCISES 

I.    A  sailor,  in  talking  about  boats,  uses  the  following  words. 
Use  each  word  in  a  sentence  to  show  that  you  understand  it : 

deck  mast          rudder         compass         bow 

anchor       sail  cargo  hull  stern 


SECOND   PRIMARY    LANGUAGE   BOOK  37 

II.  Children  in  America  do  not  know  what  a  banca  is.  Write 
a  description  of  a  banca  for  them.  Before  writing,  answer  these 
questions : 

1.  What  kind  of  wood  is  a  banca  made  of? 

2.  How  is  it  made  ? 

3.  How  long  is  it?     How  wide? 

4.  What  is  sometimes  put  on  the  sides  to  keep  it 
from  tipping? 

5.  What  is  used  to  make  a  banca  move  ? 

6.  What  are  bancas  used  for  ? 

NOTE.  —  These  questions  should  be  answered  orally  in  class  before  the  com- 
position is  written.  Read  the  note  to  Lesson  4. 

23.    Nouns  and  Verbs  in  Sentences 
Read  these  sentences  aloud : 

1.  The  dog  barks.  3.  The  boy  walks. 

2.  The  dogs  bark.  4.  The  girls  read. 

Name  the  noun  in  the  first  sentence.  Is  it  singular 
or  plural  ?  How  can  you  tell  ? 

Name  the  verb  in  the  first  sentence.  What  is  the 
last  letter  of  this  verb  ?  Does  the  verb  in  the  sec- 
ond sentence  end  with  s  ?  What  word  in  the  second 
sentence  is  a  noun  ?  Is  it  singular  or  plural  ? 

When  the  noun  is  singular,  the  verb  ends  in  s. 
When  the  noun  is  plural,  the  verb  does  not  end  in  s. 

What  is  the  verb  in  the  third  sentence  ?  Why  does 
it  end  in  s  ?  What  is  the  noun  in  the  last  sentence  ? 
Does  the  verb  end  in  .$•? 


38  SECOND   PRIMARY   LANGUAGE   BOOK 

WRITTEN    EXERCISES 

I.      Copy  the  following  sentences  and  write  a  verb  in  each  blank  : 

1.  The  goat .  6.  The  rain  -    — . 

2.  Little  kids  -    — .  7.  The  sun . 

3.  A  turtle  -    — .  8.  Stars  -    — . 

4.  Our  teacher  -    — .  9.  Mr.  Barrera  -    — . 

5.  The  pupils  -    — .  10.  My  sisters . 


II.      Copy  these  sentences  and  write  a  noun  in  each  blank: 

1.  —    -work.  5.  Their-  — sings. 

2.  The plays.  6. opens  the  window. 

3.  My  —   -  cooks.  7.  A  -      -  sits  in  a  tree. 

4.  Your  -     -  sew.  8.  The  -      -  rings  the  bell. 

9.  The looks  out  of  the  window. 

10.  The  —    -  put  up  the  flag. 

NOTE.  —  When  assigning  this  lesson,  ask  your  pupils  to  read  the  four  sen- 
tences, page  37,  aloud  at  home.  Tell  them  to  listen  tor  the  final  s.  Impress  upon 
them  the  importance  of  putting  the  final  s  where  it  belongs  and  nowhere  else. 
Let  the  written  exercises  be  read  aloud  in  class  so  that  the  children's  ears  may  be 
trained  to  detect  at  once  such  mistakes  as,  "The  boy  walk,"  or  "  The  girls  reads." 


24.    The  Feet  of  Animals 

WRITTEN    EXERCISE 
Write  an  answer  to  each  question  : 

1.  What  animals  have  hoofs? 

2.  What  animals  have  paws  ? 


SECOND    PRIMARY   LANGUAGE   BOOK  39 

3.  How  many  toes  has  a  dog  on  his  front  feet? 
On  his  hind  feet  ? 

4.  What  animals  have  claws  ? 

5.  What  birds  have  talons? 

6.  What  can  they  do  with  their  talons  ? 

7.  What  birds  have  webbed  feet  ? 

8.  WThat  animals  that  are  not  birds,  have  webbed 
feet  ? 

9.  Why  do  these  animals  have  webbed  feet  ? 

25.    Felipe  Gets  a  Letter 

Felipe  went  to  the  post  office  yesterday,  and 
the  postmaster  gave  him  this  letter: 


fi-trm/    /Ta/n-ixyri,     Lf  torruxJL 
ro 


Lo,~P.  3. 


How  did  the  postmaster  know  that  this  letter  be- 
longed   to    Felipe  ?     Where   does    Felipe   live  ?     On 


40  SECOND   PRIMARY   LANGUAGE   BOOK 

what  island  is  his  town  ?  About  how  far  is  it  from 
your  town  ?  In  what  direction  is  it  ? 

Who  wrote  the  letter  to  Felipe  ?  Where  does 
Ramon  Yumul  live?  What  is  Pampanga  the  name 
of  ?  On  what  island  is  it  ? 

Who  put  the  stamp  on  the  envelope  ?  Where  did 
he  buy  it  ?  How  much  did  he  pay  for  it  ?  Why  was 
the  stamp  put  on  the  envelope  ? 

The  stamp  should  always  be  put  in  the  upper  right- 
hand  corner  of  the  envelope. 

WRITTEN   EXERCISES 

I.  Make  an  envelope  twelve  centimeters  long  and  seven  centimeters 
wide.  Copy  on  it  the  writing  which  is  on  the  envelope  on  page  39. 
Draw  a  picture  of  the  stamp  in  its  proper  place  on  the  envelope. 

II.  Write  answers  to  these  questions  : 

1.  What  did  Ramon  do  with  the  letter  after  he  had 
put  on  the  stamp  ? 

2.  Where  was  the  letter  then  put  ? 

3.  How  was  the  letter  taken  to  Manila? 

4.  How  did  it  go  from  Manila  to  Iloilo  ? 

5.  How  long  do  you   think  it  took  the  letter  to 
make  this  journey  ? 

III.  Write  a  composition  of  not  less  than  fifty  words  telling  how 
the  letter  went  from  Bacolor  to  Iloilo. 

NOTE.  —  Explain  to  the  pupils  why  stamps  must  be  put  on  letters  or  packages 
which  go  through  the  post  office.  Call  their  attention  to  the  different  persons 
who  handle  the  mail  —  the  postmaster,  clerks,  and  mail  carriers.  All  these  men 
must  be  paid.  Railroad  and  steamship  companies  must  also  be  paid  for  carry- 
ing the  mail.  The  money  that  is  received  for  stamps  is  used  to  pay  all  these 
expenses.  To  impress  this  fact,  tell  the  children  all  the  work  that  was  required 
to  take  the  letter  from  Ramon  to  Felipe. 


SECOND   PRIMARY   LANGUAGE    BOOK  41 

26.    Addressing  an  Envelope 

Look  at  the  envelope  on  page  39.  The  writing 
that  tells  where  the  letter  should  go  is  called  the 
address.  The  address  is  put  on  the  lower  half  of  the 
envelope  and  is  generally  written  in  three  lines.  What 
is  written  on  the  first  line  ?  The  second  line  ?  The 
last  line  ?  What  do  the  letters  "  P.  I."  mean  ? 

Read  the  address  on  the  envelope.  What  does  each 
line  tell  ? 

In  the  upper  left-hand  corner,  the  writer  of  the 
letter  puts  his  name,  town,  and  province  or  island. 
Then  the  post-office  clerks  can  return  the  letter  to  the 
writer,  if  they  cannot  find  the  person  to  whom  the 
letter  is  addressed. 

WRITTEN   EXERCISES 

I.  Draw  four  envelopes  about  twelve  centimeters  long  and  seven 
centimeters  wide.       On  each  envelope  write  the  address  of  a  person 
living  in   one   of  the  places   named  below.      Put  your   name   and 
address  in  the  upper  left-hand  corner  of  each   envelope.     Draw   a 
stamp,  and  put  it  in  the  right  place  on  each  envelope. 

Santa  Cruz,  Laguna ;  Bacolod,  Occidental  Negros ; 
Lawag,  Ilocos  Norte ;  Carigara,  Leyte. 

II.  Draw  envelopes  as  in  the  exercise  above,  and  on  each  envelope 
write  the  address  of  one  of  these  persons  : 

Your  brother ;  a  girl  in  your  class ;  a  boy  in  your 
class ;  your  cousin  ;  your  grandmother  or  grandfather. 


42  SECOND   PRIMARY    LANGUAGE   BOOK 

27.  The  Letter  that  Felipe  Received 

Bacolor,  Pampanga,  P.  I. 

July  22,  1908. 
Dear  Felipe, 

It  is  nearly  a  month  since  I  said  goodby  to  you  on 
the  wharf  at  Iloilo.  I  wish  you  could  have  been  with 
me  on  the  trip.  The  weather  was  pleasant  and  the 
water  was  calm.  We  passed  many  islands  and  some- 
times went  so  near  that  we  could  see  the  houses  on  the 
shores. 

My  grandfather  met  me  at  Manila,  and  we  stayed 
there  two  days  with  my  cousin.  We  rode  on  the  train 
to  San  Fernando.  From  there  we  rode  to  Bacolor  in 
a  carromata. 

I  am  living  with  my  uncle  and  aunt.  I  go  to  school 
and  am  in  the  third  grade. 

Please  write  to  me  soon  and  ask  the  other  boys  to 
write,  too. 

Your  friend, 

Ramon  Yumul. 

When  did  Ramon  write  this  letter?  What  did 
Ramon  write  about?  What  does  this  letter  tell 
you  about  Ramon  ? 

Study  this  letter  carefully.  Notice  where  each  line 
begins.  Also  notice  where  the  commas  and  periods 
are. 


SECOND   PRIMARY   LANGUAGE   BOOK  43 

WRITTEN   EXERCISE 

Copy  the  letter  carefully  and  fold  it  neatly.  Make  an  envelope, 
address  it  to  Felipe,  and  draw  the  stamp.  Put  the  letter  into  the 
envelope  and  mail  it  at  the  school  post  office. 

NOTE.  —  In  this  copying  exercise,  pay  particular  attention  to  the  form.  In 
writing  letters,  the  pupils  should  follow  the  model  given  in  this  lesson. 

Interest  and  pleasure  will  be  increased  by  letting  the  pupils  deposit  their 
letters  in  a  box  on  the  teacher's  table,  which  may  be  called  the  school  post  office. 

28.    The  Parts  of  a  Letter 

Every  letter  should  show  four  things:  where  it  was 
written,  when,  to  whom,  and  by  whom. 

In  Ramon's  letter,  read  the  part  that  tells  where  it 
was  written.  Read  the  part  that  tells  when  it  was 
written.  These  two  lines  are  called  the  heading. 

What  does' the  first  word  of  the  heading  show? 
The  second  ?  What  mark  comes  after  the  name  of 
the  town  ?  After  the  name  of  the  province  ?  After 
the  date  ? 

Notice  that  the  heading  is  written  at  the  top  of  the 
page,  and  on  the  right-hand  side  of  the  page. 

The  first  line  at  the  left-hand  side  is  the  salutation. 
Read  the  salutation  in  Ramon's  letter.  Ramon  might 
also  have  used  this  salutation :  My  dear  friend.  In 
writing  to  your  sister  you  might  use  this  salutation : 
My  dear  sister.  What  salutation  would  you  use  in 
writing  to  your  cousin  ?  Your  mother  ?  Your  uncle  ? 

Notice  that  the  salutation  begins  at  the  left-hand 
margin. 


44  SECOND   PRIMARY   LANGUAGE   BOOK 

After  the  salutation  comes  the  body  of  the  letter. 
The  body  is  the  largest  part  of  a  letter.  It  may  be 
called  the  story  part  of  the  letter.  Read  the  first  sen- 
tence of  the  body  of  Ramon's  letter ;  the  last  sentence. 

Notice  that  the  first  sentence  of  the  body  begins 
about  one  centimeter  from  the  margin  at  the  left. 

After  the  body  of  the  letter,  on  a  separate  line,  is 
the  complimentary  ending.  The  complimentary  ending 
should  always  be  short.  What  complimentary  ending 
did  Ramon  write  ?  What  mark  comes  after  the 
ending  ? 

These  complimentary  endings  may  also  be  used: 
Your  loving  son.  Your  affectionate  sister. 

Notice  that  the  complimentary  ending  is  written  at 
the  right-hand  side  of  the  page. 

The  last  thing  written  in  a  letter  is  the  signature. 
The  signature  is  the  name  of  the  writer.  Read 
Ramon's  signature.  What  mark  comes  after  the 
signature  ? 

Name  the  four  parts  of  a  letter.  Where  is  the 
heading  written  ?  How  many  lines  are  in  the  head- 
ing? What  does  the  heading  tell?  Where  is  the 
salutation  written?  The  complimentary  ending? 
What  is  the  signature  ? 

WRITTEN  EXERCISE 

Suppose  that  today  you  are  writing  a  letter  to  a  friend.  Write 
the  heading  and  then  the  salutation,  using  the  name  of  your  friend. 
Copy  the  body  of  Ramon's  letter.  Write  some  ending  that  you  like,  and 
sign  your  name. 


SECOND    PRIMARY   LANGUAGE    BOOK  45 

29.    An  Answer  to  Ramon's  Letter 

Felipe  wrote  an  answer  to 
Ramon's  letter.  He  wrote  that 
he  was  pleased  to  hear  that 
Ramon  had  had  such  a  pleas- 
ant trip.  He  wished  that  he 
had  been  with  Ramon.  He 
wrote  about  how  he  and  the  boys  went  swim- 
ming one  day.  He  told  the  boys  about 
Ramon's  letter,  and  they  said  they  would  all 
write  soon.  They  all  missed  Ramon  very 
much  in  their  games  and  in  school.  Felipe 
wanted  Ramon  to  write  about  what  he  saw 
in  Manila. 

WRITTEN   EXERCISES 

I.  Imagine  that  you  are  Felipe,  and  write  an  answer  to  Ramon's 
letter.  Make.an  envelope,  address  it  to  Ramon,  and  mail  the  letter  in 
the  school  post  office. 

II.  Suppose  that  your  sister  is  visiting  your  aunt  who  lives  in  a 
town  far  from  yours.  She  has  been  away  from  home  over  a  month 
and  would  be  pleased  to  hear  about  everybody  at  home  and  about  her 
friends.  Write  her  a  letter.  The  body  should  not  be  more  than 
sixty  words. 

NOTE. —  Do  not  let  the  pupils  write  long  introductory  sentences  telling 
about  their  health,  nor  long  closing  sentences  which  mean  little.  A  letter  can 
be  polite  without  containing  numerous  polite  expressions.  Let  every  sentence 
mean  something;  let  it  be  interesting.  The  whole  letter  should  be  sincere  and 
cordial. 


46  SECOND   PRIMARY   LANGUAGE   BOOK 

30.  Abbreviations  of  Names  of  Months 

Some  of  the  names  of  months  are  long.  These  long 
names  have  short  forms  which  are  called  abbreviations. 

The  abbreviations  of  the  names  of  months  are  used 
in  writing  the  dates  of  letters.  Study  the  following 
names  and  abbreviations : 


January 

Jan. 

July 

February 

Feb. 

August 

Aug. 

March 

Mar. 

September 

Sept. 

April 

Apr. 

October 

Oct. 

May 

November 

Nov. 

June 

December 

Dec. 

Which  names  have  abbreviations  ?  Which  names 
have  no  abbreviations  ? 

What  mark  follows  each  abbreviation  ? 

We  use  abbreviations  only  in  writing.  When  we 
see  "Oct.",  we  read,  "October."  Read:  Apr.,  Nov., 
Jan.,  Aug. 

WRITTEN   EXERCISE 

Write  the  abbreviations  of  the  names  of  months  as  your  teacher 
dictates  the  full  names. 

31.   Reading  and  Writing  Dates 

The  date  of  Ramon's  letter  is  "July  22,  1908." 
What  does  the  first  word  show  ?  What  does  22  stand 


SECOND  PRIMARY  LANGUAGE  BOOK        47 

for?     1908  tells  the  year.     It  is  read,  "  nineteen  hun- 
dred and  eight."     What  year  was  last  year  ?       1898  is 
read  "eighteen  hundred  and  ninety-eight." 
Read  the  following  dates : 

Sept.   6,  1875  Jan.    10,  1880  Nov.  12,  1847 

Feb.  22,  1732  Oct.     i,  1890  Aug.  31,  1902 

Apr.  28,  1882  Dec.  17,  1896  Mar.    4,  1908 

WRITTEN    EXERCISES 

I.    Copy  the  above  dates. 

II.    Write  these  dates  as  your  teacher  dictates  them.      Your  teacher 
will  read  the  names  in  full,  and  you  will  write  the  abbreviations. 

III.  Write    the  following  dates.       Use   abbreviations  for  the  long 
names.      Write  figures  for  the  day  and  year : 

1.  November  twenty-third,  eighteen  hundred   and 
seventy-three. 

2.  June  twenty-eighth,  nineteen  hundred  and  three. 

3.  September  tenth,  seventeen  hundred. 

4.  May  eighth,  eighteen  hundred  and  eighty-eight. 

5.  October    twenty-sixth,    fourteen     hundred     and 
ninety-two. 

IV.  Write  the  dates  of  the  following  events.     In  each  case  write  the 
year  : 

The  date  of  today;  of  tomorrow;  of  your  birthday; 
of  last  Christmas ;  of  Rizal's  birth ;  of  the  discovery  of 
America ;  of  Magellan's  death  ;  of  some  church  holiday ; 
of  some  school  holiday. 


48  SECOND   PRIMARY   LANGUAGE    BOOK 

32.  Abbreviations 
WRITTEN   EXERCISES 

I.     Copy  the  following  titles  and  their  abbreviations  : 

President  Pres.  General  Gen. 

Governor  Gov.  Colonel  Col. 

Secretary  Sec.  Captain  Capt. 

Treasurer  Treas.  Lieutenant  Lieut. 

Honorable  Hon.  Superintendent  Supt. 

Doctor  Dr.  Professor  Prof. 

II.    Copy  the  names  of  the  days  and  their  abbreviations  : 

Sunday            Sun.  Wednesday  Wed. 

Monday          Mon.  Thursday  Thur. 

Tuesday         Tues.                          Friday  Fri. 

Saturday  Sat. 

NOTE. — Dictate  the  above  words,  letting  the  pupils  write  the  abbreviations. 
Take  one  exercise  at  a  time. 

It  might  be  well  to  teach  the  names  of  prominent  officials,  with  their  titles. 
For  one  lesson  teach  the  names  of  the  Governor  General  and  members  of  the 
Philippine  Commission  ;  for  another,  the  names  of  the  provincial  and  municipal 
officials. 

33.  Giving  Directions 

Felix  Diaz  went  to  the  capital  of  his  province 
to  see  the  governor.  He  had  never  been  in  that 
town  before,  and  therefore  could  not  find  the 
government  building.  A  man  kindly  directed 
him  in  the  following  manner : 

"  Follow  this  street  until  you  reach  the  plaza. 


SECOND   PRIMARY    LANGUAGE    BOOK  49 

Take  the  path  across  the  plaza  to  the  front  of 
the  church.  Turn  to  your  left,  and  follow  the 
street  which  goes  by  the  church.  A  short  dis- 
tance from  the  church,  you  will  cross  a  bridge. 
Just  beyond  the  bridge,  you  will  see  the  large, 
white  government  building  on  your  right." 

WRITTEN   EXERCISES 

I.  Imagine  that  while  you  are  playing  before  the  schoolhouse, 
a  stranger  comes  to  you  and  asks  the  way  to  the  market.  Write  the 
directions  that  you  would  give  him. 

II.  Suppose  your  teacher  wanted  a  small  boy  to  mail  a  letter. 
Write  the  directions  he  would  give  him.  The  boy  is  to  start  from  the 
schoolhouse. 

III.  Write  the  directions  that  you  would  give  for  going  to  some 
nearby  town. 

34.    Robinson  Crusoe  Visits  the  Wreck 

A  tree  is  not  a  good  bed.  Yet  I  was  so 
tired  the  first  night  after  the  shipwreck  that  I 
slept  soundly. 

The  next  morning  the  storm  was  over.  The 
sky  was  clear  again,  and  the  sea  was  calm.  The 
first  thing  I  saw  was  the  ship.  I  was  surprised 
to  see  that  it  was  much  nearer  the  shore. 
The  tide  must  have  carried  it  in.  But  the 
storm  had  not  broken  it  to  pieces.  Alas ! 
Why  had  we  abandoned  it  the  day  before ! 


5O  SECOND   PRIMARY    LANGUAGE    BOOK 


When  the  tide  was  low,  I  swam  out  to  the 
ship  and  climbed  up  to  the  deck.  The  ship's 
dog  barked,  because  he  was  glad  to  see  me. 
The  cat  rubbed  against  my  leg  to  show  her 
delight. 

In  the  storeroom  I  found  enough  biscuit, 
rice,  corn,  cheese,  and  meat  to  last  me  for  a 
long  time.  To  get  these  things  to  shore,  I 
built  a  raft  of  boards.  I  loaded  it  with  boxes 
of  food,  with  powder  and  guns,  and  with  some 
carpenter's  tools.  When  the  tide  rose,  I  pushed 
the  raft  into  the  mouth  of  a  little  creek.  Here 
I  was  able  to  land. 

I  took  the  cat  and  dog  ashore  with  me,  and 


SECOND   PRIMARY   LANGUAGE   BOOK  51 

they  were  my  friends  and  faithful  companions 
for  many  years. 

The  next  day  I  made  another  trip  to  the  ship. 
I  got  many  more  useful  articles,  such  as  nails, 
pieces  of  canvas,  ropes,  needles  and  thread, 
scissors,  paper,  pens,  and  ink. 

As  long  as  the  ship  held  together,  I  made 
daily  trips.  At  last  one  night  a  storm  came 
up,  and  the  next  morning  the  ship  had  disap- 
peared. I  felt  as  if  I  had  lost  a  dear  friend. 
But  I  was  as  rich  as  a  king  with  all  my  goods. 
Later  you  will  see  how  fortunate  I  was  to  have 
them. 

What  did  Crusoe  see  the  next  morning?  What 
had  carried  the  ship  closer  to  shore  ?  How  did  Crusoe 
go  to  the  ship  ?  What  did  the  dog  do  ?  How  did  the 
cat  show  her  delight? 

What  did  Crusoe  find  in  the  storeroom  ?  How  did 
he  take  the  things  to  shore  ?  What  became  of  the 
ship  ?  Name  seven  things  that  Crusoe  took  from  the 
ship. 

Tell  the  story  in  this  lesson  to  your  teacher. 

WRITTEN  EXERCISES 

I.  Write  six  statements  in  which  you  tell  what  you  think  Crusoe 
did  with  things  which  he  took  from  the  ship. 


52  SECOND   PRIMARY    LANGUAGE    BOOK 

II.  Write  ten  verbs  that  you  find  in  this  story.  Write  ten  singular 
nouns  and  ten  plural  nouns. 

NOTE.  —  Use  the  fourth  paragraph  in  this  story  for  a  dictation  exercise. 
After  the  lesson  has  been  written,  let  the  pupils  draw  a  line  under  each  verb. 
Pay  special  attention  to  the  spelling  in  all  dictation  work.  Read  the  note  to 
Lesson  I  and  Suggestions  to  Teachers,  3,  4,  5. 


35.  A  Letter  about  Robinson  Crusoe 

WRITTEN  EXERCISE 

Write  a  letter  to  a  friend  who  goes  to  school  in  another  town  or 
barrio.  Tell  him  these  things  : 

That  you  are  reading  stories  about  Robinson  Cru- 
soe ;  how  you  like  them ;  what  interests  you  the  most. 
Ask  whether  your  friend  has  ever  read  these  stories. 

36.  Plural  Nouns  in  es 

Nouns  ending  in  s,  x,  z,  ch,  and  sh  form  their  plu- 
rals by  adding  es  instead  of  s ;  as,  class,  classes  ;  box, 
boxes ;  bench,  benches  ;  dish,  dishes. 

First  spell  and  then  pronounce  the  plurals  of  the 
following  nouns : 

bush  ditch  glass  ax  watch 

mass  brush  match  arch  crucifix 

Many  nouns  ending  iny  change  the  y  to  i  and  add 
es  to  form  the  plural;  as,  baby,  babies ;  fly,  flies. 

All  nouns  ending  in  ay,  ey,  oy,  and  uy  form  their 
plurals  by  adding  s\  as,  day,  days;  key,  keys;  boy, 
boys. 


SECOND   PRIMARY   LANGUAGE   BOOK  53 

Pronounce  the  plurals  of  the  following  nouns  and 
tell  how  each  plural  is  formed.  Spell  each  plural  form : 

family  bay  city  body  monkey 

journey  fairy  toy  story  army 

Some  nouns  ending  in  f  change  f  to  v  and  add  es\ 
as,  leaf,  leaves. 

Some  nouns  ending  in  fe  change  f  to  v  and  add  s\ 
as,  wife,  wives. 

Spell  and  pronounce  the  plurals  of  the  following 
nouns : 

loaf  calf  half  knife 

shelf  life  thief  beef 

WRITTEN   EXERCISE 

Write  the  plural  forms  of  the  twenty-eight  nouns  given  in  this 
lesson. 

NOTE.  —  Dictate  the  singular  forms  found  in  Lesson  36,  and  let  the  pupils 
write  the  plural.  Make  two  exercises,  giving  eighteen  words  each  time.  Prepare 
your  lists  before  the  recitation  period.  Use  the  nouns  that  are  given  as  examples 
also.  Do  not  let  the  words  in  your  lists  follow  the  order  of  the  book.  Arrange 
somewhat  like  this :  half,  baby,  ax,  day,  etc. 

37.  Nouns  with  Irregular  Plurals 

A  few  nouns  do  not  add  s  or  es  to  the  singular  to 
form  their  plurals.  Their  plural  form  is  different  from 
the  singular.  There  are  only  a  few  of  these  nouns,  so 
you  can  easily  learn  them.  Study  the  nouns  and  their 
plurals  on  the  next  page. 


54  SECOND   PRIMARY   LANGUAGE    BOOK 


SINGULAR 

PLURAL 

SINGULAR 

PLURAL 

man 

men 

louse 

lice 

woman 

women 

foot 

feet 

child 
mouse 

children 
mice 

goose 
tooth 

geese 
teeth 

DICTATION    EXERCISE 

Write  the  plural  forms  of  the  above  nouns  as  your  teacher  dic- 
tates the  singular. 

NOTE.  —  Review  the  plural  forms  of  the  preceding  lesson. 

38.  Review  of  Robinson  Crusoe  Stories 
WRITTEN  EXERCISE 

Read  all  the  stories  of  Robinson  Crusoe  that  you  have  studied, 
and  write  a  story  of  about  one  hundred  words  entitled  "  Robinson 
Crusoe."  Tell  abotit  these  things  : 

Where  Crusoe  was  born;  what  he  liked  to  do  when 
he  was  a  boy;  what  he  did  not  like  to  do ;  how  he  be- 
came a  sailor ;  about  the  storm  ;  what  happened  to  the 
sailors  and  to  Crusoe. 

39.   Nouns  showing  Possession  — 
Singular 

Read  these  sentences  aloud: 

1.  Candido  has  a  dog. 

2.  Candido's  dog  has  a  collar. 

3.  The  dog's  collar  is  black. 

Who  has  a  dog?     Whose  dog  has  a  collar?     What 


SECOND   PRIMARY   LANGUAGE   BOOK  55 

in  the  second  statement  shows  who  is  the  owner  of  the 
dog? 

Look  at  the  name  of  the  boy  in  the  first  statement 
and  then  in  the  second.  What  is  the  difference  in 
spelling?  In  pronunciation? 

The  mark  before  the  s  is  called  an  apostrophe. 

The  apostrophe  and  5  ('*)  are  added  to  a  noun  to  show  that 
the  noun  is  the  name  of  an  owner,  or  possessor. 

A  noun  written  with  the  's  is  called  a  possessive 
noun. 

Read  the  possessive  noun  in  the  last  sentence. 
What  does  that  noun  show?  With  what  other  noun 
is  it  used? 

The  possessive,  dogs,  is  pronounced  the  same  as 
the  plural,  dogs. 

Write  the  possessive  form  of  your  name.  Use  your 
name  in  its  possessive  form  with  the  name  of  some- 
thing you  own. 

WRITTEN   EXERCISES 

I.  Write  the  following  exercise.  Put  a  possessive  noun  in  each 
blank  : 

1.  The  -  book  is  new. 

2.  -  clothes  were  made  of  skins. 

3.  A  -  claws  are  long. 

4.  Felipe  read  -  letter. 

5.  The  hen  lost  the 


6.    Mr.  Diaz  could  not  find  the  -  office. 


56  SECOND   PRIMARY   LANGUAGE   BOOK 

7.  A life  is  hard. 

8.  A feet  are  called  hoofs. 

II.  Write  these  nouns  to  make  them  show  possession.  Use  each 
possessive  with  another  noun  in  a  sentence : 

hawk         Elisa         merchant        child  Mr.  Mapa 

uncle        pupil         teacher  monkey        horse 

EXAMPLE:   The  hawk's  talons  are  sharp. 

4O.  Nouns  showing  Possession —Plural 
Read  these  sentences  aloud: 

1.  The  girls  have  a  bird. 

2.  The  girls'  bird  is  pretty. 

Whose  bird  is  pretty  ? 

What  noun  in  the  second  sentence  shows  posses- 
sion ?  Does  the  bird  belong  to  one  girl,  or  more  than 
one?  Is  the  possessive  noun  singular  or  plural? 

What  is  added  to  the  plural  noun,  girls,  to  make  it 
a  possessive  noun  ? 

When  the  plural  noun  ends  in  s,  an  apostrophe  is  added  to 
show  possession. 

You  have  now  learned  four  forms  of  nouns :  sin- 
gular, girl;  plural,  girls ;  possessive  singular,  girl's ; 
possessive  plural,  girls. 

Notice  that  the  last  three  forms,  girls,  girl's,  girls', 
are  pronounced  alike. 

When  the  plural  of  a  noun  does  not  end  in  s,  an 


SECOND   PRIMARY   LANGUAGE   BOOK  57 

apostrophe  and  s  ('s)  are  added  to  show  possession ;  as, 
men,  meris  ;  children,  children  s. 

Pronounce  distinctly  the  following  nouns  and  tell 
what  each  form  shows : 


boy 
carabao 

boys 
carabaos 

boy's 
carabao's 

boys' 
carabaos' 

horse 

horses 

horse's 

horses' 

lady 
woman 

ladies 
women 

lady's 
woman's 

ladies' 
women's 

WRITTEN   EXERCISES 

I.    Write  the  plural,  possessive  singular,  and  possessive  plural  of 
each  of  the  following : 

chicken  baby  postmaster  lady 

family  uncle  class  judge 

child  goose  mouse  man 

II.    Write  sentences  about  the  following.    Use  a  possessive  in  each  : 

1.  A  kite  owned  by  your  friend. 

2.  A  dress  which  a  lady  possesses. 

3.  A  book  belonging  to  children. 

4.  The  legs  of  a  fly. 

5.  A  horse,  naming  the  owner. 

6.  A  goat  which  your  brothers  own. 

7.  The  house  belonging  to  your  neighbors. 

8.  The  feathers  of  geese. 

9.  The  guns  which  the  policemen  have. 
10.    The  child  of  a  woman. 
EXAMPLE:   My  friend's  kite  is  torn. 


58  SECOND   PRIMARY    LANGUAGE   BOOK 


41.  Robinson  Crusoe  Builds  a  House 

Where  could  I  keep  all  the  things  that  I 
had  ?  I  must  build  a  house,  I  said  to  myself. 

For  my  house  I  wanted  a  place  that  was 
first,  healthful ;  second,  near  a  spring  of  fresh 
water;  third,  sheltered  from  the  heat  of  the 
sun ;  fourth,  protected  from  wild  animals  and 
savages ;  fifth,  overlooking  the  sea  in  case 
God  sent  a  ship. 

I  found  such  a  place  on  a  hillside  in  front 
of  a  high,  steep  rock.  In  the  rock  there  was 
a  little  cave  which  I  made  larger.  Into  this 
cave  I  carried  all  my  possessions. 


SECOND   PRIMARY   LANGUAGE   BOOK  59 

Then  in  front  of  the  rock  I  marked  off  a 
space  like  a  half-circle.  In  this  space  I  put 
up  my  tent.  Then  around  the  half-circle  I 
built  a  strong  fence  of  stakes,  or  posts,  placed 
in  a  double  row.  I  set  the  stakes  so  close 
together  that  I  could  hardly  put  my  hand 
between  them. 

The  stakes  were  nearly  six  feet  high  and 
sharpened  at  the  top.  I  did  not  put  a  gate  in 
my  fence.  When  I  wanted  to  go  in  or  out  I 
used  a  ladder. 

I  worked  hard  for  almost  six  months  to  do 
all  this.  Then  when  my  bouse  was  finished,  I 
felt  as  safe  as  you  feel  in  your  own  home. 

Why  did  Crusoe  want  a  house  ?  Where  did  he  find 
a  good  place  for  his  house  ?  Why  did  he  like  this 
place  ? 

Tell  how  Crusoe  built  his  fence.  Why  did  he  not 
make  a  gate?  How  did  he  get  into  his  house? 
Where  was  the  cave  ?  For  what  did  he  use  the  cave  ? 
How  long  did  it  take  Crusoe  to  build  his  house  ? 

Tell  this  story  to  your  teacher. 

NOTE.  —  Let  the  children  ask  questions  about  this  story.  Read  the  note  to 
Lesson  I  and  Suggestions  to  Teachers,  i. 

WRITTEN   EXERCISE 
Write  a  description  of  Crusoe's  house  after  it  was  finished. 


60  SECOND   PRIMARY   LANGUAGE    BOOK 

42.    Building  a  Pence 
WRITTEN   EXERCISE 

You  have  often  seen  a  carpenter  build  a  fence.  Write  a  composi- 
tion telling  how  he  btiilt  it.  Tell  about  these  things : 

Where  was  the  fence  built  ?  Why  ?  What  ma- 
terials were  used  ?  What  kind  of  posts  were  used  ? 
How  tall  were  they?  How  far  apart  were  they  set? 
How  deep  were  they  set  into  the  ground  ?  How 
many  gates  were  in  the  fence  ? 

NOTE.  —  Continue  the  oral  work.  Never  let  the  children  write  a  composition 
without  the  conversation  work  in  class.  Read  the  note  to  Lesson  4. 

43.  Materials  for  Building  a  House 

Mr.  Abaya  wants  to  build  a  house.  He  does 
not  know  about  the  carpenters  and  the  materials 
used  in  your  town,  so  he  asks  you  the  follow- 
ing questions.  If  you  cannot  answer  all  of 
them,  ask  your  father  or  some  carpenter : 

1.  What    kind    of    wood    makes  the  best   posts? 
Why? 

2.  How  much  must  I  pay  for  a  large  post  18  feet 
long  ? 

3.  Of  what  kind  of  wood  should  the  floor  be  made  ? 

4.  W7hat  must  I  pay  for  the  sawing  of  a  board  one 
foot  wide  and  1 6  feet  long  ? 

5.  What  must  I  pay  a  square  meter  for  suaule,  or 
bamboo  matting  ? 


SECOND   PRIMARY   LANGUAGE   BOOK  6l 

6.  Which  makes  the  better  roof,  nipa  or  cogon  ? 
Why  ? 

7.  Which  kind  of  roof  is  cheaper  ? 

8.  How  long  does  a  nipa  roof  last  ? 

9.  What  is  the  price  of  1000  pieces  of  nipa  cov- 
ering ? 

10.  What  must  I  pay  the  carpenters  a  day? 

1 1.  How  many  hours  a  day  do  they  work? 

WRITTEN   EXERCISE 
Write  answers  to  the  above  questions. 

44.  Descriptive  Words  — Adjectives 

1.  The  duck  swims. 

2.  The  white  duck  swims. 

3.  The  big  duck  swims. 

4.  The  little  duck  swims. 

What  noun  is  in  the  first  sentence  ?  What  verb  ? 
Why  does  the  verb  end  in  s  ?  What  noun  is  in  each 
of  the  other  sentences  ? 

Are  the  third  and  fourth  sentences  about  the  same 
duck  ?  Why  do  you  think  they  are  not  the  same  ? 

The  words  big  and  little  describe  the  ducks.  Big 
and  little  are  descriptive  words.  What  descriptive  word 
is  in  the  second  sentence  ?  A  descriptive  word  is 
also  called  an  adjective. 

A  word  which  describes  a  person  or  thing  is  called  an 
adjective. 


62  SECOND   PRIMARY    LANGUAGE   BOOK 

Read  the  adjectives  in  the  sentences  at  the  begin- 
ning of  this  lesson.  Why  are  they  adjectives  ?  Is 
there  an  adjective  in  the  first  sentence  ?  Can  you  tell 
what  kind  of  duck  is  spoken  of  in  the  first  sentence? 

WRITTEN  EXERCISES 

I.  Write  a  noun  with  each  of  the  following  adjectives  : 

good  sick  kind  lazy  bright 

strong          pretty          long  wicked        blue 

dry  hot  cruel  straight       pleasant 

II.  Write  three  adjectives  that  can  be  used  with  each  of  the  follow- 
ing nouns  : 

mango  girl  moon  storm  boat 

tree  desk  paper  water  knife 

EXAMPLE  :  yellow  mango,  soft  mango,  sweet  mango. 
45.  Adjectives  after  is  and  are 

1.  My  pencil  is  sharp. 

2.  The  wind  is  cool. 

3.  The  leaves  are  green. 

What  noun  is  in  the  first  sentence  ?  What  adjective 
describes  it?  What  adjective  describes  wind?  Leaves? 

After  what  word  does  sharp  come?  After  what 
word  is  green  ?  Cool? 

Is  and  are  are  verbs. 


SECOND   PRIMARY   LANGUAGE   BOOK  63 

Why  do  we  use  is  in  the  first  two  sentences  ?  Why 
is  are  used  in  the  last  sentence  ? 

Adjectives  are  often  used  after  the  verbs  is  and  are. 

WRITTEN    EXERCISES 

I.  Your  parents  have  often  heard  you  speak  of  the  things  at  school. 
Write  ten  sentences,  using  is  or  are,  and  in  each  sentence  describe  for 
them  something  at  school. 

II.  Look  at  the  picture  of  Robinson  Crusoe  facing  page  \\,and 
write  sentences  describing  his 

Hat,  umbrella,  coat,  beard,  goats,  dog,  cats,  parrot. 

46.  Adjectives  and  their  Opposites 

If  a  man  has  much  money,  we  say,  "  He  is  rich. " 
If  he  has  little  money,  we  say,  "  He  is  poor. " 

The  adjectives  rich  and  poor  have  opposite  mean- 
ings ;  rich  is  the  opposite  of  poor,  and  poor  is  the 
opposite  of  rich. 

What  adjectives  are  the  opposites  of  long,  rough, 
bad,  short,  sour,  careful,  zveak,  low,  clean  ? 

We  say,  "  Grandfather  is  old."  What  is  the  oppo- 
site of  old?  If  a  book  has  been  used  very  much,  it  is 
called  an  old  book.  What  do  you  call  a  book  that  has 
not  been  used  ?  Old  has  two  opposites, young  and  new. 

Right  has  two  opposites,  left  and  wrong.  You  have 
a  right  hand  and  a  left  hand.  It  is  not  right  to  steal ; 
it  is  wrong. 

Light  has  two  opposites,  dark  and  heavy.  The  day 
is  light;  the  night  is  dark.  Iron  is  not  light;  it  is  heavy. 


64  SECOND    PRIMARY   LANGUAGE    BOOK 

WRITTEN  EXERCISE 
Write  the  opposites  of  the  following  adjectives : 

hard  good  smooth  near  kind 

small  late  crooked          old  many 

young  sick  high  cheap  dark 

sweet  wrong          dark  left  careless 

47.  An  Invitation 

Lipa,  Batangas,  P.  /. 

Sept.  22,  1908. 
My  dear  Manuela, 

Some  boys  and  girls  from  our  school  are  going  to  the 
hills  for  a  picnic  a  week  from  next  Saturday.  We 
shall  take  our  lunches  and  eat  them  under  the  trees. 
Can  you  come  with  us  ?  Pascual,  Benita,  and  Maximo 
are  coming,  and  they  all  say  they  want  you.  Come 
Friday  afternoon  and  stay  all  night  at  our  house. 
Now  do  not  disappoint  me  by  saying  "No" 

Your  friend, 
Maria  Sis  on. 

Notice  that  Marta's  invitation  is  short,  yet  very 
hearty.  Marta  tells  her  friend  that  she  wants  her  to 
come;  when  she  wants  her  to  come;  and  what  they 
will  do. 

WRITTEN  EXERCISES 

I.    Suppose  that  Marta  is  your  friend  and  wrote  the  invitation  to 
you.      Write  a  short  letter  to  Marta  telling  these  things: 


SECOND   PRIMARY   LANGUAGE   BOOK  65 

You  are  pleased  to  get  the  invitation ;  you  will 
come ;  when  you  will  come ;  thanks  for  her  kindness. 

II.    Write  a  short  letter  to  Marta  telling  these  things : 

You  are  pleased  to  get  the  invitation ;  you  cannot 
come ;  why ;  you  are  sorry ;  wishes  for  a  pleasant  time ; 
thanks  for  the  kind  invitation. 


48.    Pronouns  —  h e,  she,  it 

1.  Vicente  has  a  ball.       3.  Rita  has  a  book. 

2.  He  throws  his  ball.     4.  She  reads  her  book. 

5.  My  lunch  was  in  a  basket. 

6.  It  was  very  good. 

Who  has  a  ball  ?  Who  throws  his  ball  ?.  Instead 
of  he  in  the  second  sentence,  read,  "  Vicente."  What 
noun  does  he  stand  for? 

What  noun  does  she  in  the  fourth  sentence  stand 
for  ?  //  in  the  last  sentence  ? 

He,  she,  it  are  used  for  nouns.  Words  that  stand 
for  nouns  are  called  pronouns. 

A  pronoun  is  a  word  that  is  used  in  place  of  a  noun. 

Name  the  three  pronouns  that  you  have  studied 
in  this  lesson. 

He  is  used  in  speaking  of  a  man  or  a  boy. 
She  is  used  in  speaking  of  a  woman  or  a  girl. 
//  is  used  in  speaking  of  things. 


66  SECOND   PRIMARY   LANGUAGE    BOOK 

WRITTEN   EXERCISE 

Write  the  following  sentences,  using  a  pronoun  in  each  sentence  in 
place  of  the  first  noun  : 

1.  The  farmer  is  in  the  field. 

2.  The  teacher  is  at  school. 

3.  My  book  is  open. 

4.  Consuelo  recites  very  well. 

5.  A  boy  was  tardy  this  morning. 

6.  The  lesson  is  not  difficult. 

7.  The  sun  is  shining. 

8.  The  wind  is  not  blowing. 

9.  His  mother  is  at  home. 

10.  My  aunt  lives  in  Manila. 

11.  Your  sister  has  a  new  dress. 

12.  Robinson  Crusoe  was  shipwrecked. 
EXAMPLE:   He  is  in  the  field. 

49.   Pronouns  —  I,  we,  yo  u 

Miss  Aguilaris  teaching  a  class  of  little  chil- 
dren who  have  just  entered  school.  She  is 
teaching  them  to  speak  English.  She  says  to 
the  pupils,  "  I  am  near  the  table."  Then  she 
asks  Jose  to  stand  near  the  desk  and  says  to 
him,  "  You  are  near  the  desk."  She  sees 
Felix  and  Clara  standing  near  the  window  and 
says  to  them,  "You  are  near  the  window." 
After  the  recitation  is  over,  Miss  Aguilar  writes 


SECOND   PRIMARY    LANGUAGE   BOOK 


a  sentence  on  the  board,  and  says  to  the  class, 
"  You  may  copy  this  sentence." 

These  are  the  sentences  that  Miss  Aguilar  spoke  to 
her  pupils: 

1.  I  am  near  the  table. 

2.  You  are  near  the  desk. 

3.  You  are  near  the  window. 

4.  You  may  copy  this  sentence. 

Who  is  near  the  table  ?  Whom  does  Miss  Aguilar 
mean  when  she  says  "  I  "  ?  Who  is  near  the  desk  ? 
What  persons  does  you  in  the  third  sentence  stand  for  ? 
You  in  the  last  sentence  ? 


are  pronouns. 

Notice  that  you  is  used  in  speaking  to  one  or  many 
persons.  You  is  both  singular  and  plural. 

/  is  singular  and  is  always  written  with  a  capital 
letter. 

The  plural  of  /  is  we, 


68  SECOND   PRIMARY   LANGUAGE   BOOK 

WRITTEN   EXERCISE 

Write  three  sentences  with  he;  three  sentences  with  she;  three 
sentences  with  it;  three  sentences  with  I ;  three  sentences  with  we; 
three  sentences  with  you,  singular ;  three  sentences  with  you,  plural. 

50.   Pronoun  —  they 

1.  The  boys  play  ball. 

2.  They  are  on  the  plaza. 

3.  The  girls  are  in  school. 

4.  They  are  studying. 

5.  The  chicos  are  ripe. 

6.  They  are  sweet. 

Who  are  on  the  plaza  ?  Who  are  studying  ?  What 
are  sweet?  For  what  noun  does  they  in  the  second 
sentence  stand  ?  In  the  fourth  sentence  ?  In  the 
last  sentence  ? 

What  pronoun  is  used  in  speaking  of  one  boy  ? 
Of  more  than  one  boy  ?  Of  one  girl  ?  Of  more  than 
one  girl  ?  Of  one  chico  ?  Of  more  than  one  chico  ? 

They  is  a  plural  pronoun.  They  is  the  plural  of 
the  pronouns,  he,  she,  it. 

When  we  say,  "  They  are  at  school,"  we  may  mean 
that  the  boys  are  at  school ;  or,  the  girls  are  at  school ; 
or,  the  boys  and  girls  are  at  school ;  or,  the  books  are 
at  school.  We  must  always  know  for  what  they  stands 
in  order  to  understand  the  sentence. 


SECOiND    PRIMARY    LANGUAGE    BOOK 


69 


WRITTEN   EXERCISE 
Write  the  pronouns  that  you  would  use  in  place  of  the  following : 

carabaos 


blacksmith 
father 
tree 
children 


sster 
coconuts 
parents 
pupils 


teacher  and  pupils 


teacher 
Mr.  Rivera 

babies  Manila 

rice  Miss  Espinola 

father  and  mother 


51.    The  Reward  of  Kindness 

A  long  time  ago  Lope 
and  his  wife,  Silvia, 
lived  in  a  big  forest. 
They  were  poor,  but 
contented.  Every  day 
Lope  went  into  the 
woods  to  look  for  food. 
One  evening  before  he 
returned,  Silvia  heard 
some  one  calling  out- 
side. She  stepped  to 
the  door  and  saw  an 
old  man. 

"Good  evening,"  she  said.     "  You  look  very 
tired.     Will  you  not  come  in  ?  " 


70  SECOND   PRIMARY    LANGUAGE   BOOK 

Soon  Lope  came  home  with  a  few  camotes 
for  supper.  He  and  Silvia  were  very  hungry, 
yet  they  set  all  they  had  before  the  old  man. 
When  he  had  finished  eating,  there  were  more 
camotes  than  before. 

The  next  morning  when  the  old  man  was 
going,  he  said,  "I  cannot  give  you  gold,  but 
here  are  some  seeds.  Plant  them.  They  will 
reward  you  for  your  kindness." 

Silvia  planted  the  seeds,  and  they  grew. 
One  day  she  called  Lope  to  see  the  fruit. 

"O,  it  is  gold  !  "  he  cried.     "  We  will  pick  it." 

In  a  short  time  they  had  a  bag  full  of  gold. 
They  took  it  to  the  city  and  built  a  large  palace. 

One  day  the  same  old  man  visited  them 
there  and  again  asked  for  food. 

"Go  away,"  they  said.  "We  do  not  know 
you." 

That  night  the  beautiful  palace  burned. 
Lope  and  Silvia  were  poor  once  more,  but 
they  were  never  again  contented. 

Who  were  poor  ?  Who  said,  "  Good  evening  ? " 
Who  looked  tired  ?  Who  had  found  only  a  few 
camotes?  Who  said,  "I  cannot  give  you  gold?" 
Who  could  not  give  gold?  To  whom  could  he  not 


SECOND   PRIMARY   LANGUAGE    BOOK  71 

give  it  ?  What  did  he  give  them  ?  What  grew  ? 
Who  said,  "  O,  it  is  gold  !  "  What  was  gold  ?  Who 
picked  it  ?  Who  built  a  large  palace  ?  Who  said, 
uWe  do  not  know  you  ?  "  Whom  did  they  not  know? 
Who  were  never  again  contented  ?  Why  ? 
Tell  this  story  to  your  classmates. 

WRITTEN    EXERCISE 

Copy  the  story  and  put  a  line  under  each  pronoun,  I,  we,  he, 
she,  it,  they.  In  class  tell  for  what  noun  each  pronoun  stands. 

52.  What  is  It? 

Do  you  know  what  it  is  ? 
It  has  a  round  face.     It  has  two  hands.     It 
tells  us  the  time  of  day. 

If  you  can  guess  what  it  stands  for,  put  the  name 
in  place  of  it  and  read  the  sentences. 

WRITTEN   EXERCISES 

I.  Write  three  or  four  sentences  about  some  thing.  Use  it  in 
place  of  the  name,  and  see  if  your  classmates  can  guess  what  it 
stands  for. 

II.  Write  four  sentences  about  some  pupil.  Use  he  or  she  in 
place  of  the  name.  If  your  classmates  can  guess  the  name,  your 
description  is  good. 

NOTE.  —  In  the  preparatory  oral  drill  for  Exercise  I,  let  the  pupils  make  three 
or  four  sentences  about  some  familiar  object,  using  it  in  place  of  the  name.  Let 
the  class  guess  what  the  name  is.  Be  careful  that  pupils  in  writing  Exercise  II 
do  not  ridicule  their  classmates  or  make  mention  of  any  deformity  or  shortcom- 
ing. 


72  SECOND   PRIMARY   LANGUAGE   BOOK 

53.  Review 

WRITTEN    EXERCISES 

I.   Make  each  of  the  following  nouns  plural,  and  use  each  plural 
noun  in  a  sentence : 


monkey 

tree 

child 

peso 

house 

mango 

baby 

fisherman 

match 

tooth 

tax 

key 

mouse 

toe 

woman 

foot 

II.    Use  each  of  the  following  adjectives  with  some  noun  in  a  sen- 
tence : 


bright 

sick 

honest 

full 

glad 

crooked 

careless 

hot 

heavy 

cheap 

big 

dark 

III.     Write  twelve  sentences .     In  each  use  one  of  the  above  adjec- 
tives after  is  or  are. 

IV.    Use  each  of  the  following  verbs  in  a  sentence : 

laugh  plant  make  lie 

dig  sharpen  crow  sit 

work  climb  shout  stand 

V.    Write  an  answer  to  each  question  : 

1.  What  is  a  noun  ? 

2.  What  is  a  singular  noun  ?     A  plural  noun  ? 

3.  How  are  plurals  generally  formed  ? 

4.  Write  five  nouns  whose  plurals  do  not  end  in  s. 

5.  How  is  the  possessive  of  a  singular  noun  formed  ? 


SECOND   PRIMARY   LANGUAGE   BOOK  73 

6.  How  is  the  possessive  of  a  plural  noun  ending 
in  s  formed  ? 

7.  What  is  a  pronoun  ? 

8.  What  pronouns  have  you  learned  ? 

VI.    Change  the  following  expressions,  using  possessive  nouns : 

1.  A  slate  belonging  to  Enrique. 

2.  A  house  owned  by  Mr.  Sunga. 

3.  Goats  belonging  to  boys. 

4.  A  farm  owned  by  men. 

5.  A  watch  belonging  to  a  lady. 

6.  Toys  belonging  to  babies. 

EXAMPLE:  A  slate  belonging  to  Enrique  — 
Enrique's  slate. 

54.  Robinson  Crusoe's  Calendar 

During  the  time  I  was  building  my  house,  I 
was  busy  with  many  other  things. 

After  I  had  been  on  my  island  for  several 
days,  I  thought  that  I  should  soon  forget  what 
day  of  the  -week  or  of  the  month  it  was.  I 
needed  a  calendar. 

I  made  my  calendar  in  this  way.  I  drove  a 
large  post  into  the  ground.  Across  the  top  I 
nailed  a  board.  On  this  I  carved  these  words 


74 


SECOND    PRIMARY    LANGUAGE   BOOK 


with    my    knife:     I     CAME     ON     SHORE 
HERE    ON    SEPTEMBER    30,  1659. 

Upon  the  sides  of  the 
square  post  I  cut  a  notch 
every  day  with  my  knife. 
I  used  notches  of  three 
lengths.  A  short  one  was 
for  a  week  day ;  a  longer 
one  was  for  a  Sunday ;  and 
the  longest  of  all  was  for  the 
first  day  of  a  new  month. 

Probably  you,  boys  and 
girls,  think  this  a  very 
strange  calendar.  But  it 
was  a  good  one.  Some- 
times I  used  to  count  the 
notches  to  see  how  long  I 
had  been  on  this  island.  One 
day  I  counted  365  notches. 
How  long  had  I  been  here? 

WRITTEN  EXERCISES 

I.    Write  the  part  of  the  story  about  Robinson  Crusoe  that  your 
teacher  dictates  to  you. 

II.    Write  a  story  telling  how  Robinson  Crusoe  made  his  calendar 
and  how  he  used  it. 

NOTE.  —  Dictate  the  last  paragraph.     The  usual  oral  work  should  be  given 
before  the  pupils  write  Exercise  II.     Read  Suggestions  to  Teachers,  2,  5. 


SECOND    PRIMARY   LANGUAGE   BOOK 


55.  Arsenia's  Calendar 

Arsenia's  teacher  asked  the  class  to  make  a 
calendar  for  the  month  of  December.  He  said 
that  the  prettiest  calendars  should  be  put  on 
the  wall  of  the  schoolroom. 

Do  you  think  Arsenia's  calendar  was  pretty? 


1908  DECEMBER  1908 

s 

M 

T 

W 

T 

[ 

S 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

]6 

17 

|8 

19 

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

31 

For  what  year  was  this  calendar  made  ?  For  what 
month  ? 

Arsenia  put  on  her  calendar  the  first  letter  of  the 
name  of  each  day.  The  first  letter,  "  S,"  stands  for 
Sunday.  What  does  " M "  stand  for  ?  The  last  "S "? 

How  many  numbers  are  under  the  names  of  the 
days?  What  do  these  numbers  stand  for?  How 
many  days  has  December  ? 

On  what  day  of  the  week  was  the  first  day  of  the 
month?  The  second  day?  The  seventeenth  day? 
The  twenty-seventh  day  ?  The  last  day  ? 

What  day  of   the  month   was  the    first    Sunday? 


76  SECOND    PRIMARY    LANGUAGE   BOOK 

The  third  Wednesday?     The  last   Monday?     What 
was  the  date  of  each  Saturday  ?     How  many  Tuesdays, 
were  there  in  December  ?     How  many  Fridays  ? 
On  what  day  of  the  week  was  Christmas  ? 

EXERCISES 

I.  Write  the  abbreviations  of  the  names  of  the  days  as  your 
teacher  pronounces  the  names. 

II.  Make  a  calendar  for  the  present  month.  Make  the  lines 
straight  and  even,  and  write  the  words  and  figures  neatly.  A  little 
design  or  drawing  will  help  to  make  it  pretty. 

NOTE.  —  Review  abbreviations  of  names  of  days  and  months. 

56.    Present  of  the  Verb  to  be 

Read  the  following  sentences  aloud.  Study  them 
so  that  you  will  be  able  to  say  them  without  your  book. 

SINGULAR  PLURAL 

I  am  tall.  We  are  tall. 

You  are  tall.  You  are  tall. 

He  is  tall.  They  are  tall. 

She  is  tall.  They  are  tall. 

It  is  tall.  They  are  tall. 

Read  the  singular  pronouns  in  each  of  the  above 
sentences.  What  verb  comes  after  I?  After  you? 
After  he  ;  she  ;  it  ? 

Read  the  plural  pronouns.  What  verb  comes  after 
each  ? 

Am,  is,  and  are  show  present  time. 

Am  is  used  with  /. 


SECOND   PRIMARY   LANGUAGE   BOOK  77 

Is  is  used  with  he;  she ;  it',  it  is  also  used  with 
singular  nouns. 

Are  is  used  with  all  the  plural  pronouns,  and  with 
you  in  the  singular.  Are  is  also  used  with  plural  nouns. 

WRITTEN  EXERCISES 

I.    Copy  the  sentences  at  the  beginning  of  this  lesson. 
II.    Write  the  sentences  above,  and  in  place  of  tall  use  : 

busy;  young;  sleepy;  strong;  big. 

NOTE.  —  Give  much  oral  drill  by  letting  the  pupils  recite  the  sentences  as 
given  at  the  beginning  of  this  lesson,  using  different  adjectives  instead  of  tall,  as 
those  under  Exercise  II. 


57.  Past  of  the  Verb  to  be 

Read  these  sentences  aloud.     Study  them  so  that 
you  will  be  able  to  say  them  without  your  book. 

SINGULAR  PLURAL 

I  was  tired  yesterday.  We  were  tired  yesterday. 

You  were  tired  yesterday.  You  were  tired  yesterday. 

He  was  tired  yesterday.  They  were  tired  yesterday. 

The  verbs  are  was  and  were,  and  they  show  past  time. 
What  verbs  that  show  present  time  did  you  study 
in  Lesson  56  ? 

With  what  pronouns  is  was  used  ?  Were  ? 
Use  was  in  a  sentence  with  /;  he ;  she  ;  it. 
Use  were  in  a  sentence  with  we ;  you;  they. 


78  SECOND   PRIMARY   LANGUAGE    BOOK 

Was  is  used  with  a  singular  noun ;  as,  "  The  day 
was  pleasant  yesterday."  Were  is  used  with  plural 
nouns ;  as,  "  The  children  were  sleepy  last  night." 

Read  the  sentences  at  the  beginning  of  Lesson  56, 
so  that  they  will  show  past  time. 

Read  the  sentences  at  the  beginning  of  this  lesson 
so  that  they  will  show  present  time. 

WRITTEN   EXERCISES 

I.    Copy  the  sentences  at  the  beginning  of  this  lesson. 
II'.    Write  the  sentences  at  the  beginning  of  this  lesson,  and  in 
place  of  tired  use : 

tardy  ;  sick ;  happy ;  neat ;  little. 

NOTE.  —  Show  the  pupils  that  the  form  of  the  verb  is  the  same  for  he,  she,  it. 
In  conjugating,  let  them  sometimes  use  she  or  it  instead  of  he.  Also  let  them  use 
nouns,  both  singular  and  plural. 

58.    Am,  is,  are,  was,  were 
WRITTEN   EXERCISE 

Copy  the  following  sentences  and  write  in  each  blank  am,  is, 
are,  was,  or  were.  In  class  give  your  reason  for  choosing  the  word 
that  you  did : 

1.  We in  school  now.     We at  the  river 

last  Saturday.     Where you  yesterday  ? 

2.  Antonio absent  yesterday.      He pres- 
ent now.     he  late  this  morning? 

3.  I late  yesterday.     I early  this  morn- 
ing.    Everybody early  this  morning. 

4.  The  dogs  -     -  in  the  street  this  morning.    They 
not  there  last  night.     Where they  ? 


SECOND   PRIMARY    LANGUAGE    BOOK  79 

5.  You  busy    today.      You  not    busy 

yesterday.     —    -  I  busy  now  ? 

6.  My  parents in   Manila  last  week.     They 

in  Cavite  this  week. 

7.  I  afraid  of  that  big  dog.     you  afraid 

of  him?     Bias  afraid  of  him  ? 

8.  What  day today?     Today Monday. 

9.  What    day  yesterday?     Yesterday  

Sunday. 

10.    Where you  now?     I in  school. 

NOTE.  —  After  the  above  exercise  has  been  written,  and  the  corrected  papers 
have  been  returned  to  the  pupils,  select  six  of  the  paragraphs  for  dictation. 
Dictate  thus  :  "  We  blank  in  school  now,"  asking  the  pupils  to  put  in  the  right 
word  in  place  of  "  blank." 

59.    Future  of  the  Verb  to  be 
Read  the  following  sentences  aloud  and  memorize: 

SINGULAR  PLURAL 

I  shall  be  present  tomorrow.  We  shall  be  present  tomorrow. 

You  will  be  present  tomorrow.  You  will  be  present  tomorrow. 

He  will  be  present  tomorrow.  They  will  be  present  tomorrow. 

The  verbs  in  the  sentences  above  are  shall  be  and 
will  be. 

All  the  verbs  that  you  have  studied  before  this  have 
been  one  word.  How  many  words  in  each  verb  above? 
What  word  is  the  same  in  both  verbs? 

Shall  be  and  will  be  show  future  time. 

After  what  pronouns  is  shall  used?     Will? 

Will  is  also  used  after  both  singular  and  plural 
nouns;  as,  "My  cousin  will  be  here  tomorrow."  "The 
children  will  be  pleased." 


80  SECOND    PRIMARY   LANGUAGE    BOOK 

Read  the  sentences  at  the  beginning  of  Lesson  56, 
using  future  instead  of  present.  Read  the  sentences 
at  the  beginning  of  Lesson  57,  using  future  instead 
of  past,  and  tomorrow  instead  of  yesterday. 

WRITTEN   EXERCISES 

I.    Copy  the  sentences  at  the  beginning  of  this  lesson. 
II.    Write  the  sentences  at  the  beginning  of  this  lesson  and  in  place 
of  present  use : 

absent ;  careful ;  early ;  awake  ;  right. 

60.    Shall  be,  will  be 

WRITTEN   EXERCISE 

Copy  the  following  sentences,  filling  the  blanks  with  shall  be  or 
will  be.  In  class  tell  why  you  used  the  form  that  you  did: 

1.  The  sun bright  tomorrow. 

2.  My  friends glad  to  see  you. 

3.  You delighted  with  this  book. 

4.  We sorry  if  you  cannot  come. 

5.  My  brother five  years  old  tomorrow. 

6.  He in  school  next  year. 

7.  I proud  to  bring  him  with  me. 

NOTE.  —  Give  much  oral  drill  on  the  present,  past,  and  future  of  to  be.  Use 
many  different  adjectives  after  the  verbs ;  also  such  expressions  as,  in  school,  at 
home,  in  the  room,  outdoors,  on  the  plaza,  at  the  market. 

With  past  verbs  such  expressions  might  be  used  as,  last  night,  last  week, 
a  year  ago,  day  before  yesterday.  With  future  verbs  you  may  suggest,  tonight, 
tomorrow  morning,  day  after  tomorrow,  next  week,  in  a  month. 

Explain  clearly  that  the  present  represents  present  time  or  something  that  is 
happening  now  ;  the  past  is  used  in  speaking  of  actions  completed  in  past  time, 
etc.  Use  the  native  dialect  to  explain  this  idea  if  necessary. 


SECOND   PRIMARY    LANGUAGE   BOOK 


8l 


61.  Describing  a  Picture 

Your  little  sister  has  never  seen  this  picture. 
Perhaps  you  would  like  to  describe  it  to  her 
when  you  go  home. 

How  many  living  things  are  in  the  picture  ?  How 
many  persons  do  you  see  ?  How  old  are  the  chil- 
dren ?  Do  you  think  the  woman  is  the  mother  of  the 
children?  What  is  she  doing?  What  is  the  boy 
doing?  Where  is  the  baby?  What  has  he  in  his 
hands  ?  Is  he  afraid  ?  Does  the  goat  like  to  play 
horse  ?  Will  the  baby  have  a  ride  ? 

WRITTEN    EXERCISES 

I.    Write  an  answer  to  each  of  the  questions  above. 
II.    Write  a  description  of  the  picture  to  give  to  your  sister. 

NOTE.  —  Read  notes  to  Lessons  I  and  4. 


82  SECOND   PRIMARY   LANGUAGE   BOOK 

62.  A  Story  about  a  Picture 

Imagine  that  you  saw  in  life  what  you  see 
in  the  picture  in  Lesson  61.  Should  you  like 
to  tell  the  story  to  your  classmates  ? 

Give  names  to  the  children.  What  did  they  call 
their  goat  ?  How  did  the  boy.  catch  the  goat  ? 
Where  did  he  take  it?  What  did  the  mother  do? 
What  did  Baby  do  ?  How  did  the  goat  act  ?  How 
did  the  boy  try  to  make  the  goat  walk?  What  kind 
of  ride  did  Baby  have  ? 

WRITTEN   EXERCISE 
Write  the  story  about  the  baby's  ride  in  a  letter  to  your  cousin. 

63.  Progressive  Present 
Read  the  following  sentences  aloud: 

1.  Mother  is  holding  the  baby. 

2.  They  are  playing. 

3.  I  am  reading  my  book. 

What  two  words  tell  what  mother  is  doing  ? 

The  verb  in  the  first  sentence  is  is  holding.  How 
many  words  are  in  this  verb  ?  What  are  the  verbs 
in  the  next  two  sentences? 

What  are  the  three  last  letters  of  the  last  word  of 
each  verb?  What  verb  do  we  have  if  we  drop  ing 


SECOND   PRIMARY    LANGUAGE    BOOK  83 

from  holding?     Holding  comes   from  the  verb  hold. 
From  what  verb  does  playing  come?     Reading? 
.  What  time  do  am,  is,  and  are  show  ? 

NOTE.  —  Do  not  use  the  name  of  this  tense,  progressive  present,  in  class. 
Simply  tell  the  pupils  that  these  verbs  show  that  the  action  is  going  on  in  the 
present  time. 

Let  them  memorize  the  sentences  with  verbs  in  the  progressive  present  on  page 
147.  Let  them  use  catch,  stand,  throw,  read,  write,  work,  and  other  verbs  in 
sentences  in  the  progressive  present. 

All  sentences  in  which  the  verbs  are  conjugated  as  on  pages  146  to  152 
should  first  be  copied.  After  pupils  have  learned  them,  they  should  write  the 
sentences  from  memory. 


64.    Exercises  with  Progressive  Present 
WRITTEN  EXERCISES 

I.  Write  sentences  using  the  following  verbs : 

Is  reading;  are  working;  am  sitting;  is  giving; 
is  wearing ;  are  dancing ;  am  riding ;  are  shutting ; 
am -buying;  is  plowing;  are  sewing. 

II.  Copy  these  sentences  and  fill  the  blanks  with  verbs : 

1.  The  carabaos the  cart. 

2.  The  shoemaker  — a  shoe. 

3.  I my  lesson  on  my  slate. 

4.  You -  out  of  the  window. 

5.  The  teacher the  class  a  story. 

6.  We  — to  school. 

7.  She a  dress  for  her  sister. 

8.  The  children  -  -  with  the  goat. 

NOTE.  —  Show  that  verbs  ending  in  e  drop  the  final  e  before  adding  ing; 
also  that  in  some  verbs  the  final  consonant  is  doubled  before  adding  ing.  Ex- 
amples: ride,  riding;  make,  making;  run,  running;  hop,  hopping. 


84  SECOND   PRIMARY    LANGUAGE    BOOK 

65.   Progressive  Past 

1.  The  baby  is  laughing  now. 

2.  The  baby  was  laughing  yesterday. 

3.  We  are  studying  now. 

4.  We  were  studying  last  night. 

What  verb  is  in  the  first  sentence?  In  the  second? 
What  words  in  these  verbs  are  alike  ? 

What  time  does  the  verb  in  the  first  sentence 
show?  What  time  does  was  show? 

Was  laughing  shows  past  time.  What  other  verb 
above  shows  past  time  ? 

Each  verb  in  these  sentences  has  two  words. 
Which  word  shows  the  time  of  the  verb  ? 

NOTE.  —  On  the  blackboard  use  many  examples  like  the  following: 

Write,  "  I  am  reading  "  ;  erase  am  and  put  in  its  place  was.  Do  this  with 
all  the  pronouns  ;  also  with  nouns.  Let  the  pupils  see  that  only  the  first  part  of 
the  verb  changes  to  show  difference  in  time. 

Let  the  pupils  read,  copy,  and  memorize  the  sentences  in  the  progressive  past 
on  page  147. 

Let  the  pupils  follow  the  form  on  page  147,  making  sentences  m  the  present 
and  the  past  with  these  expressions  :  making  a  box;  flying  a  kite;  ringing  a  bell. 

66.  Exercises  with  Progressive  Present  and  Past 
WRITTEN   EXERCISES 

I.     Write  eleven  sentences,  using  the  verbs  in  Exercise  I.  Lesson 
64.     Make  the  verbs  past  instead  of  present. 

II.    Copy  the  sentences  under  Exercise  II,  Lesson  64.     Fill  the 
blanks  with  verbs  in  the  past. 

III.  Copy  the  sentences  on  the  next  page.  Fill  the  blanks  with 
verbs  ; 


SECOND   PRIMARY   LANGUAGE   BOOK  85 

1.  The  tailor a  white  coat  today.     Last 

week  he a  black  coat.     Yesterday  he  - 

-  the  cloth  with  the  scissors.     Today  he  — 
it  on  the  machine. 

2.  The  sun now.     The  moon 

last  night.     The  stars  -          ,  too. 

3.  Alberto palay  last    Saturday.      The 

hens  -  -  around  the  mortar.     They  — 

the  palay. 

4.  Today  we  are  doing  these  things.     I . 

You                  -.       He   •  -.      She  -. 

They . 

5.  Yesterday   we these   things.      You 

— .       She .       I .       They 

.     He . 


NOTE.  —  Drill  orally  a  few  minutes  every  day  on  conjugations  of  progressive 
present  and  past  until  the  children  form  the  habit  of  using  the  correct  forms  and 
the  correct  word  order. 


67.  Questions  in  Progressive  Present  and  Past 

1.  The  boy  is  running. 

2.  Is  the  boy  running? 

What  kind  of  sentence  is  the  first  ?  What  kind 
of  sentence  is  the  second  ? 

Notice  that  in  the  statement  the  words  the  boy  come 
before  is  winning.  In  the  question  they  come  between 
is  and  running.  What  is  the  first  word  in  the  ques- 
tion ? 


86  SECOND    PRIMARY    LANGUAGE    BOOK 

3.  He  was  jumping  yesterday. 

4.  -  he  -       -  yesterday  ? 

Read  the  fourth  sentence,  filling  the  blanks. 

Make  questions  of  these  statements : 

1.  The  clock  is  striking  the  hour. 

2.  The  cock  was  crowing  yesterday  morning. 

3.  I  am  writing  a  letter  to  my  brother. 

4.  The  merchants  are  selling  sugar. 

5.  Many  ships  are  sailing  on  the  sea. 

6.  The  fishermen  were  catching  fish  yesterday. 

7.  They  are  making  their  nets  today. 

8.  You  were  flying  your  kite  last  Saturday. 

9.  We  were  looking  at  you. 

10.    Your  cousin  was  spinning  his  top. 

WRITTEN   EXERCISES 

I.     Write  the  ten  questions  which  you  made. 
II.    Write  an  answer  to  each  question. 

NOTE.  —  See  note,  page  147. 

68.  Questions  with  what,  where,  when,  why 

1.  What  is  the  boy  doing? 

2.  Where  is  the  boy  running? 

3.  When  was  he  jumping? 

4.  Why  were  you  laughing  ? 

Read  the  first  word  of  each  question. 


SECOND   PRIMARY    LANGUAGE    BOOK  87 

What  is  the  verb  in  the  first  question  ?  Is  the  verb 
separated  as  in  the  second  sentence  of  Lesson  67  ? 
What  words  stand  between  the  two  words  of  the  verb 
in  the  second  question?  What  word  in  the  last 
question  ? 

WRITTEN   EXERCISE 

Write  four  questions  beginning  with  what ;  four  beginning  with 
where;  four  beginning  with  when;  four  beginning  with  why.  Use 
both  present  and  past  verbs  like  those  above. 

NOTE.  —  See  note,  page  148.  Give  much  drill  in  asking  questions,  both  oral 
and  written. 

69.  Robinson  Crusoe's  Diary 

Soon  after  I  came  to  this  island,  I  began 
keeping  a  diary.  Every  day  I  wrote  a  short 
account  of  what  I  did. 

Here  is  a  part  of  my  diary : 

Nov.  3.  The  weather  was  pleasant  today.  I 
got  up  Very  early,  ate  my  breakfast,  and  went, 
out  with  my  gun.  I  never  go  far  from  my 
house  without  taking  my  gun,  because  I  am 
always  afraid  of  savages.  But  on  this  whole 
island  I  have  never  yet  seen  a  trace  of  any 
human  being.  I  shot  two  ducks.  I  ate  one 
for  dinner  and  the  other  for  supper.  After 
dinner  I  lay  down  and  took  a  short  nap,  for  it 


88  SECOND   PRIMARY  LANGUAGE   BOOK 


was  very  hot.  In  the  afternoon  I  went  to 
work  to  make  a  table. 

Nov.  4.  It  was  very  hot  today.  After  break- 
fast I  went  hunting.  I  saw  a  herd  of  wild 
goats  and  killed  one.  I  spent  the  morning 
skinning  the  goat  and  drying  the  meat.  After 
dinner  I  took  my  siesta.  In  the  afternoon  I 
worked  at  my  table  until  it  was  too  dark  to  see. 
I  am  learning  slowly  how  to  use  carpenters' 
tools. 

Nov.  5.  It  was  cooler  today.  I  saw  no 
goats  this  morning,  but  shot  a  wildcat.  The 
meat  is  not  good  to  eat,  but  the  skin  is  soft 
and  pretty.  I  worked  all  afternoon  at  my 


SECOND   PRIMARY   LANGUAGE   BOOK  89 

table  and  finished  it.  It  is  not  a  very  good 
table.  When  I  am  a  better  carpenter,  I  shall 
make  it  over. 

A  diary  is  a  short  account  or  story  of  what  a  per- 
son does  each  day.  What  does  Crusoe's  diary  show? 
How  many  days'  happenings  are  shown  in  this  les- 
son ?  About  what  does  Crusoe  write  first  in  each 
day's  account  ?  What  did  he  do  each  morning  ? 
What  did  he  do  at  noon  ?  In  the  afternoon  ? 

WRITTEN    EXERCISES 

I.  Begin  tonight  to  write  a  diary.  Write  about  the  things  that 
happened  today.  Keep  your  diary  for  five  days. 

II.  Write  that  part  of  the  diary  that  Crusoe  wrote  Nov.  j,  as 
your  teacher  dictates  it  -to  you.  Draw  a  line  under  each  adjective. 

7O.  Simple  Present 

Read  these  sentences  aloud  and  memorize  them : 

SINGULAR  PLURAL 

I  walk  to  school.  We  walk  to  school. 

You  walk  to  school.  You  walk  to  school. 

He  walks  to  school.  They  walk  to  school. 

A  verb  may  show  present  time  in  two  ways.  We 
may  say,  "  I  am  walking  to  school,"  or  "  I  walk  to 
school."  In  what  other  way  can  you  say,  "  You  are 
walking  to  school  "  ?  "  He  is  walking  to  school  "  ? 

Read  the  verb  in    each  of   the    sentences    at    the 


QO  SECOND   PRIMARY    LANGUAGE   BOOK 

beginning  of  this  lesson.  Are  all  the  verbs  the 
same? 

You  will  notice  that  the  verb  used  with  he  ends  in 
s.  It  must  end  in  s  also  when  it  is  used  with  she,  it, 
or  a  singular  noun. 

We  say,  "  She  walks."  "  It  walks."  "  The  horse 
walks." 

WRITTEN   EXERCISES 

I.    Write  the  sentences  at  the  beginning  of  this   lesson   without 
yotir  book. 

II.    Use  the  following  verbs  in  sentences : 


drive 

comes 

borrows 

grows 

takes 

hide 

lend 

open 

cut 

lose 

pay 

shuts 

sees 

finds 

fight 

steals 

NOTE.  -T-  Let  each  pupil  conjugate  in  the  simple  present  one  of  the  verbs  in 
rcise  II.     Refer  the  pupils  to  page  149. 
Let  the  pupils  read  from  their  diaries. 


71.  Simple  Present  — Third  Person  Singular  in  es 

Some  verbs  in  the  present  when  used  with  he,  she, 
it,  and  singular  nouns,  add  es  instead  of  s,  as  follows : 

Verbs  ending  in  s,  x,  z,  ch,  sh ;  as,  "  He  touches," 
"  The  boy  passes,"  "  The  man  fixes,"  "  A  bee  buzzes," 
"  It  scratches,"  "  She  pushes." 

Most  verbs  ending  in  y  change  final  y  to  i  and  add 
es;  as,  "  He  tries,"  "  Baby  cries."  But  verbs  that  end 


SECOND   PRIMARY   LANGUAGE   BOOK  91 

in  ay,  ey,  oy,  and  uy  add  s\    as,  "  He  pays."      "  The 
hawk  preys."    "  The  earthquake  destroys."    "  She  buys." 
Go  and  do  add  es ;  as,  "  He  goes."    "  She  does." 

WRITTEN   EXERCISE 

Copy  the  following  sentences.  In  each  fill  the  blank  with  the  correct 
form  of  the  verb  which  follows  the  sentence : 

1.  My  friend to  come,    (wis/i) 

2.  The  cook flour  and  water,    (mix) 

3.  He to  market  every  day.    (go) 

4.  The  old  hen the  eggs.    (hatcJi) 

5.  The  tailor the  cloth,    (sew) 

6.  The  dove away  when  it  sees  me.    (fly) 

7.  His  father a  horse,    (buy) 

8.  She her  lessons  diligently,    (study) 

NOTE.  —  Read  the  paragraph  on  pronunciation,  Suggestions  to  Teachers,  I. 
Let  the  pupils  keep  up  their  diaries  and  read  from  them. 

72.  Simple  Past  of  Regular  Verbs 

1.  I  walked  to  school  yesterday. 

2.  Celso  planted  the  seeds. 

3.  The  children  laughed  merrily. 

You  have  learned  that  a  verb  may  show  present 
time  in  two  ways.  A  verb  may  also  show  past  time 
in  two  ways;  as,  "I  was  walking  to  school  "  or  "I 
walked  to  school." 

The  verbs  in  the  sentences  above  show  past  time. 


92  SECOND   PRIMARY    LANGUAGE   BOOK 

What  is  the  verb  in  each  sentence  ?  What  are  the 
last  two  letters  of  each  verb  ? 

The  past  of  many  verbs  is  formed  by  adding  ed. 

Verbs  ending  in  e  add  only  d  to  form  the  past ;  as, 
like,  liked  ;  bake,  baked. 

Most  verbs  ending  in  y  change  jy  to  i  before  adding 
ed;  as,  study,  studied ;  cry,  cried. 

But  verbs  ending  in  ay,  ey,  oy,  and  uy  simply  add  ed\ 
as  play,  played  ;  obey,  obeyed;  enjoy,  enjoyed. 

Study  the  sentences  with  verbs  in  the  past  on  page 
149,  and  memorize  them.  The  same  form  of  the  verb 
is  used  with  all  the  pronouns,  both  singular  and  plural. 

WRITTEN    EXERCISES 

I.  Write  from  memory  the  sentences  with  verbs  in  the  past  on 
page  149. 

II.    Write  sentences  using  these  verbs  in  the  simple  past : 

lift  look  live  try  dream 

like  wash  pray  hate  stray 

NOTE.  —  Read  the  paragraph  on  pronunciation,  Suggestions  to  Teachers,  I. 
Let  the  pupils  keep  up  their  diaries  and  read  from  them. 

73.    Simple  Past  of  Irregular  Verbs 

Some  verbs  do  not  form  the  past  by  adding  ed,  but 
have  a  different  form  in  the  past  from  that  of  the 
present ;  as,  drink,  drank  ;  eat,  ate  ;  write,  wrote. 

On  pages  153  to  157  you  will  find  a  list  of  verbs 
with  their  past  forms.  Learn  the  past  forms  of  all 
the  verbs  that  you  use. 


SECOND   PRIMARY   LANGUAGE   BOOK  93 

Study  the  sentences  with  verbs  in  the  simple  past 
on  page  150  and  memorize  them.  You  see  that  the 
same  form  is  used  with  all  the  pronouns,  both  singular 
and  plural. 

WRITTEN  EXERCISES 

I.     Write  from  memory  the  sentences  in  the  past  on  page  150. 
II.    IVrite  tlie  past  forms  of  the  following  verbs : 

begin  draw  know  do  hit 

have  sing  think  pay  sit 

sell  spend          read  buy  teach 

NOTE.  —  A  part  of  each  day's  recitation  should  be  given  to  drill  on  verbs 
which  occur  in  the  lesson.  Let  the  pupils  give  the  simple  present  and  past 
forms  ;  also  the  progressive  forms.  Let  them  conjugate  such  verbs  as  they  use 
incorrectly.  Teach  them  to  consult  frequently  the  pages  with  conjugations  and 
list  of  verbs  in  the  back  of  the  book. 

74.  Simple  Future 

The  simple  future  is  formed  by  putting  shall  or 
will  before  the  verb ;  as,  "  I  shall  walk."  "  You  will 
eat." 

When  is  shall  used  ?%    When  is  will  used  ? 

Study  the  sentences  with  verbs  in  the  future  on 
pages  149  and  150  and  memorize  them. 

Give  the  past  and  future  of  each  of  the  following 
verbs  : 


stand 

lift 

taste 

march 

make 

hear 
talk 

listen 
say 

look 
see 

speak 
tell 

fold 
build 

94  SECOND   PRIMARY   LANGUAGE    BOOK 

WRITTEN  EXERCISES 

I.    Write  fifteen  sentences,  using  each  of  the  verbs  of  the  preced- 
ing list  in  the  future.      Use  shall  in  fan?'  of  the  sentences. 

II.    Write  from  memory  the  sentences  in  the  future  on  pages  149, 

ISO- 
Ill.  Write  fifteen  sentences.  In  each  sentence  use  one  of  the  verbs 
at  the  bottom  of  page  93  to  show  future  time.  In  two  sentences  use  I; 
in  two  use  we;  in  two  use  you;  in  two  use  she;  in  one  use  it ;  in 
two  use  they;  in  two  use  singular  nouns;  and  in  two  use  plural 
nouns. 

75.  Review  of  Verbs 

WRITTEN  EXERCISES 

I.    Copy  the  following  sentences  and  fill  the  blanks  with  verbs : 

1.  My  father to  the  river  every  day.     I 

with    him    yesterday.     Tomorrow     Delfin 

with  him. 

2.  Yesterday  I  a  big  tomato  in    my  garden. 

Now  I the  peas.      Tomorrow  I 

that  squash. 

3.  Benito  a  hat   last  week.     He three 

pesos  for  it.     Next  week  he a  belt . 

4.  The  school  bell  -  — .     Juliana  - 

to  school.     She the  bell.     She faster. 

II.    Write  twelve  sentences.      Use  a  noun  or  pronoun  with  each 
of  the  following : 

is  sitting  am  running  took  was  going 

shall  sell  were  swimming  throws  held 

coughed  will  sow  was  shoots 

will  be  is  laughing  barked  are  singing 


SECOND   PRIMARY   LANGUAGE   BOOK  95 


76.  Pom-pom-pull-away 

It  is  recess,  and  the  children  are  playing 
Pom-pom-pull-away.  Do  you  know  how  they 
play  it  ? 

First  they  mark  on  the  ground  two  parallel 
lines  about  ten  meters  long  and  twenty  meters 
apart.  One  of  the  players  is  chosen  by  lot  to 
be  the  catcher.  He  stands  in  the  center  be- 
tween the  two  lines,  and  all  the  players  stand 
on  one  of  the  lines. 

When  the  catcher  calls,  "Pom-pom-pull-away  1" 
all  the  players  must  leave  the  line  and  run 


96  SECOND   PRIMARY'  LANGUAGE    BOOK 

to  the  opposite  line.  While  they  are  running, 
the  catcher  tries  to  catch  some  one  and  pat  him 
three  times  on  the  back. 

A  player  cannot  be  caught  after  he  has 
reached  the  opposite  line,  but  he  must  always 
leave  the  line  when  the  catcher  calls.  If  a 
player  is  caught,  he  stands  in  the  center  and 
helps  catch  others. 

When  all  the  players  have  reached  the  oppo- 
site line,  the  catcher  calls  out  as  before,  "  Pom- 
pom-pull-away ! "  and  the  players  run  back. 
Thus  the  players  run  from  one  line  to  the 
other  whenever  the  catcher  calls,  until  all  are 
caught.  The  first  person  caught  is  the  catcher 
for  the  new  game. 

What  game  are  the  children  playing  ?  How  did 
they  mark  off  the  ground  ?  What  is  the  boy  in  the 
center  called  ?  Where  do  the  players  stand  ?  What 
does  the  catcher  call  to  the  players  ?  What  do  they 
do  then  ?  What  does  the  catcher  do  ?  What  must  a 
player  do  when  he  is  caught  ?  When  can  a  player  not 
be  caught  ?  When  is  the  game  ended  ?  Wrho  is  the 
catcher  for  the  new  game  ? 

Should  you  like  to  play  this  game  at  recess  ?  After 
you  have  played  this  game,  tell  how  you  played  it. 

NOTE.  —  Read  the  note  to  Lesson  i  and  Suggestions  to  Teachers,  I. 


SECOND   PRIMARY   LANGUAGE    BOOK  97 

77.  How  to  Play  Games 
WRITTEN  EXERCISES 

I.  Filipino  boys  like  to  play  sipa.  Children  in  America  do  not 
know  this  game.  Could  you  tell  them  how  to  play  it  ?  Write  the 
directions  for  playing  sipa. 

II.    Write  the  description  of  a  good  game  for  girls  to  play. 

III.  Write  a  composition  telling  how  boys  fight  with  their  kites. 

IV.  Write  a  description  of  a  game  which  two  persons  can  play. 

NOTE.  —  Let  each  exercise  be  preceded  by  conversation  work. 

78.  Robinson  Crusoe  is  Terrified 

You  remember  how  carefully  I  built  my 
house  to  protect  me  against  all  dangers.  But 
there  was  one  danger  that  I  could  not  guard 
against.  Can  you  guess  what  it  was  ?  Here 
is  a  page  from  my  diary  which  tells : 

April  1 6.  While  I  was  busy  inside  my 
cave,  suddenly  earth  and  rocks  came  tumbling 
down  from  the  roof.  I  was  terribly  frightened. 
I  ran  out  of  the  cave  as  fast  as  I  could  and 
climbed  over  my  fence.  When  I  struck  the 
ground  outside  I  felt  it  tremble.  Then  I  knew 
what  was  the  matter.  There  was  an  earth- 
quake ! 

The  motion  made  me  sick  and  dizzy.  The 
trees  swayed  and  cracked,  and  a  great  over- 


98 


SECOND   PRIMARY   LANGUAGE   BOOK 


hanging  rock  fell  into  the  sea  with  a  dreadful 
crash.  Three  times  the  earth  shook. 

After  the  earthquake  a  great  storm  of  wind 
and  rain  came  on.  The  storm  lasted  three 
hours. 

I  climbed  back  over  the  fence  and  sat  under 
the  tent.  I  was  afraid  to  enter  the  cave.  The 
rain  fell  so  fast  that  it  passed  through  the  can- 
vas and  wet  me  to  my  skin.  At  last  I  went 
into  my  cave.  But  I  was  still  afraid  that  the 
roof  might  fall  on  my  head.  The  rain  lasted 
all  night,  and  I  could  not  sleep  at  all. 

What  happened  while  Crusoe  was  busy  in  his  cave? 


SECOND   PRIMARY   LANGUAGE   BOOK 


What  did  Crusoe  do  ?  How  did  he  know  that  it  was 
an  earthquake  ?  How  did  the  earthquake  make  him 
feel  ?  Why  was  Crusoe  afraid  to  go  into  his  cave  ? 
Why  could  he  not  sleep  ? 

Tell  your  teacher  what  happened  to  Crusoe  on 
April  1 6. 

WRITTEN    EXERCISES 

I.  Write  a  description  of  the  earthquake  and  the  storm  on 
Crusoe's  island. 

II.  A  boy  who  is  just  learning  English  wants  you  to  tell  him  the 
meanings  of  the  following  words.  Use  each  word  in  a  sentence  and 
tell  him  its  meaning: 

storm  earthquake          rock  earth 

cave  tent  canvas          sea 

79.  Descriptions  of  Typhoon  and  Earthquake 
WRITTEN   EXERCISES 

I.    Write  a  description  of  a  typhoon  which  visited  your  town. 
II.    If  you  have  ever  felt  an  earthquake,  write  your  experience. 

80.  -Questions  with  do,  does,  did 

STATEMENTS  QUESTIONS 

1.  I  hear  the  bell.  Do  I  hear  the  bell  ? 

2.  The  children  play.  Do  the  children  play? 

3.  The  boy  writes.  Does  the  boy  write  ? 

4.  The  dogs  barked.  Did  the  dogs  bark  ? 

5.  Rosa  went  home.  Did  Rosa  go  home? 


100  SECOND   PRIMARY   LANGUAGE   BOOK 

Do  and  does  are  used  in  asking  questions  which  show 
present  time.  Do  is  used  with  /,  you,  we,  they,  and  all 
plural  nouns.  Does  is  used  with  he,  she,  it,  and  all 
singular  nouns. 

Read  again  statement  3  and  question  3.  Notice 
that  when  does  is  used  the  final  s  is  dropped  from  the 
verb.  Did\§  used  in  questions  which  show  past  time. 
It  is  used  in  questions  about  one  or  more  than  one. 

What  is  the  verb  in  statement  4?  What  is  the 
verb  in  question  4?  In  statement  5  ?  In  question  5  ? 
What  form  is  used  in  questions  4  and  5  ?  What 
word  in  question  4  shows  past  time  ?  In  question  5  ? 
Notice  that  the  present  form  of  the  verb  is  always 
used  with  did. 

Study  the  questions  with  do,  does,  and  did  on  page 
151  and  memorize  them. 

WRITTEN    EXERCISE 
Write  from  memory  the  questions  in  the  present  and  past  on  page 


NOTE.  —  Give  much  oral  drill  on  asking  questions  with  do,  does,  and  did. 
Make  simple  statements  like  those  at  the  beginning  of  the  lesson  and  let  the 
pupils  turn  them  into  questions.  Read  the  note  on  page  151. 


81.  Asking  Questions  with  do,  does,  did 

WRITTEN    EXERCISES 

I.    Make  of  each  of  the  following  sentences  a  question  beginning 
with  do,  does,  or  did  : 

i.    Robinson  Crusoe  shot  a  goat. 


SECOND   PRIMARY   LANGUAGE   BOOK 


IOI 


2.  He  ate  it. 

3.  I  made  a  calendar. 

4.  My  father  works  at  the 
office. 

5.  Your     sisters     stay     at 
home. 

6.  You  bought  that  hat. 

7.  The  merchant  sold  it  to 
you. 

8.  He  lives  near  the  church. 

9.  We   know   how  to  play 
sipa. 

10.  You  kicked  the  ball  to  me. 

11.  I  missed  it. 

EXAMPLE:  Did  Robinson  Crusoe  shoot  a  goat? 

II.     Write  the  following,  using  do,  does,  or  did  in  your  questions  : 

1.  Ask  your  father  whether  he  likes  mangos. 

2.  Ask  him  whether  he  ate  some  last  night. 

3.  Ask  whether  the  moon  shines. 

4.  Ask  whether  it  shone  last  night. 

5.  Ask  your  parents  whether  they  go  to  market. 

6.  Ask  your  friend  whether  his  parents   went   to 
Manila  yesterday. 

7.  Ask  something  about  where  Crusoe  lived. 

8.  Ask  two  questions  in  the  present;  use  he;  they. 

9.  Ask  three  questions  in  the  past;  use  she;  they; 
we. 


Of  THE 

UNIVERSITY 

OF 


IO2  SECOND   PRIMARY   LANGUAGE   BOOK 


NOTE.  —  After  the  simple  past,  teach  the  direct  and  interrogative  forms  of  the 
present  perfect.  Do  not  attempt  to  explain  to  a  class  of  young  children  the  dif- 
ferences in  use  between  the  simple  past  and  the  present  perfect.  Teach  the  partici- 
ple form  of  the  most  common  irregular  verbs,  and  give  sentences  with  both  regular 
and  irregular  verbs  in  the  present  perfect.  In  review  work  on  nouns,  pronouns, 
and  adjectives,  use  verbs  in  the  present  perfect,  so  that  the  form  will  become 
familiar.  Give  drill  in  changing  direct  sentences  to  interrogative  sentences,  to 
teach  the  order  of  the  present  perfect  interrogative.  Use  conjugations  on  pages 
149  and  150  for  drill. 


82.    Questions  with  shall  and  will 

Study  the  questions  with  verbs  in  the  future  on 
page  151  and  memorize  them. 

Compare  the  questions  in  the  future  with  the  state- 
ments in  the  future  on  pages  149  and  150.  Notice 
the  difference  in  the  order  of  the  words. 

WRITTEN   EXERCISES 

I.    Write  from  memory  the  questions  in  the  future  on  page  151. 
II.    Make  a  question  of  each  of  the  following  statements : 

1.  The  moon  will  shine  tonight. 

2.  We  shall  see  it. 

3.  The  shoemaker  will  mend  my  shoes. 

4.  I  shall  pay  him  one  peso. 

5.  Our  class  will  take  an  examination. 

6.  The  examination  will  not  be  difficult. 

7.  The  teacher  will  mark  our  papers. 

8.  He  will  give  them  back  to  us. 

9.  Consuelo  will  make  the  chocolate. 
10.  The  girls  will  drink  it. 

EXAMPLE  :  Will  the  moon  shine  tonight  ? 


SECOND   PRIMARY   LANGUAGE   BOOK  103 

83.  A  Business  Letter 

Dagupan,  Pangasinan,  P.  /. 

Apr.  5,  1908. 
Mr.  Manuel  Favis 

San  Fernando,  Pampanga. 
Dear  Sir: 

I  hear  that  you  have  1000  piculs  of  rice  for  sale. 
Kindly  write  me  the  price  that  yoii  ask  for  your  rice. 

Yours  respectfully, 

Pablo  Leon. 

This  is  a  business  letter. 

Compare  the  form  of  this  letter  with  the  form  of  the 
letters  of  friendship  on  pages  42  and  64. 

Before  the  salutation  is  the  name  of  the  person  to 
whom  the  letter  is  written  and  his  address. 

Read  the  salutation.  The  mark  (:)  after  the  salu- 
tation is  called  a  colon. 

Read  the  body  of  the  letter.  You  see  it  is  short, 
clear,  but  yet  polite.  In  business  letters  we  do  not 
write  about  many  different  things  as  we  do  in  letters 
of  friendship. 

Read  the  complimentary  ending.  Other  forms  of 
complimentary  endings  may  be  used;  as,  Yours  truly, 
Very  truly  yours,  Yours  very  respectfully,  Yours  sin- 
cerely, Sincerely  yours,  Yours  very  truly. 

Notice  that  the  writer  of  the  letter  signs  his  full 
name. 


104  SECOND   PRIMARY   LANGUAGE   BOOK 

WRITTEN   EXERCISES 

I.  Copy  Mr.  Leon's  letter. 

II.  Write  an  answer  to  Mr.  Leon's  letter.     The  answer  will  be 
somewhat  as  follows : 

Your  letter  of  -  has  been  received.  I  am 

selling  rice  at  a  picul. 

I  hope  that  this  price  will  be  satisfactory  to  you, 
and  that  I  may  be  favored  with  your  order. 

84.  Writing  Business  Letters 

WRITTEN    EXERCISES 

I.  Mr.  Leon  writes  to  Mr.  Favis  that  he  has  received  his  letter 
stating  the  price  of  the  rice.  Mr.  Leon  writes  that  he  will  go  to  San 
Fernando,  Apr.  18,  to  see  Mr.  Favis.  Write  Mr.  Leon's  letter. 

II.  You  have  heard  that  Mr.  Simeon  Lopez  of  Batangas,  Batan- 
gas,  wants  to  buy  a  carabao.      Write  him  a  letter  stating  that  you 
have  one  to  sell.      Give  the  age  and  good  points  of  your  carabao  and 
the  price. 

III.  Write  a  letter  to  some  carpenter  in  your  town,  telling  him 
that  your  father  wants  to  repair  his  house.     Ask  the  carpenter  whether 
he  can  come  to  see  youT  father  about  the  work. 

85.  Addressing  Letters  to  Business  Houses 

A  large  business  is  often  done  by  several  men  who 
form  a  company.     Some  of  the  companies  which  do 
business  in   Manila  are,  "American  Book  and  News^ 
Co.,"  "  Smith,  Bell  and  Co.,"  "  Squires,  Bingham  and 
Co." 


SECOND   PRIMARY    LANGUAGE   BOOK  105 

Co.  is  the  abbreviation  for  Company. 
Envelopes  may  be  addressed  to  companies  as  fol- 
lows: 

La  Extremena 
24  Escolta 

Manila,  P.  I. 

In  writing  letters  to  business  houses,  begin  them  as 
follows : 

American  Book  and  News  Co. 

Manila,  P.  /. 
Gentlemen : 
or 

Editor  of  Manila  Times 

Manila,  P.  /. 
Dear  Sir : 

WRITTEN    EXERCISES 

I.  Address  envelopes  to  the  following : 

1.  A.  Grossmann  and  Co.,  76  Escolta,  Manila. 

2.  Bazar  Filipino,  113  Escolta,  Manila. 

3.  Editor   of    Philippine    Education,    90    Escolta, 
Manila. 

4.  Libreria  de  S.  R.  Bren,  29-31  Calle  Magallanes, 
Manila. 

5.  E.  C.  McCullough  and  Co.,  Plaza  Goiti,  Manila. 

II.  Begin  a  letter  to  each  of  the  business  houses  mentioned  in  Ex- 
ercise I.      Write  the  heading,  address,  and  salutation. 


106  SECOND   PRIMARY   LANGUAGE    BOOK 

86.   Writing  Business  Letters 

WRITTEN  EXERCISES 

I.  Write  a  letter  to  the  Editor  of  "Philippine  Education"  stating 
that  you  enclose  a  money  order  for  $i.oofor  a  year's  subscription  to 
"  Philippine  Education. "  State  with  what  month  you  wish  your  sub- 
scription to  begin. 

II.  Write  a  letter  to  the  World  Book  Co.,  P.  O.  Box  uoo,  Ma- 
nila, stating  that  you  enclose  a  money  order  for  $  .50,  for  which  you 
wish  them  to  send  you  a  copy  of  "  Stories  of  Long  Ago  in  the  Phil- 
ippines" 

III.  Write  a  letter  to  E.   C.  McCullough  6^  Co.,  Plaza   Goiti, 
Manila.      State  that  you  enclose  a  money  order  for  $2.50  and  ask 
them  to  send  you  a  Waterman  Ideal  Fountain  Pen. 

IV.  Write  a  letter  to  "La  Extremena,"    Escolta,  Manila,  and 
state  that  you  enclose  a  money  order  to  pay  for  the  following  things : 

i  large  bottle  of  olives 
10  pounds  of  ham 

87.  Affirmative  and  Negative  Answers 

1.  QUESTION:    Does  the  boy  sing ? 

[Yes,  the  boy  sing's. 

ANSWERS  :  \  -1 

[No,  the  boy  does  not  sing. 

2.  QUESTION  :  Do  the  pupils  sing  ? 

[Yes,  the  pupils 

ANSWERS  •  > 


[No,  they  do  not  sing. 
QUESTION:  Did  the  teacher  sing? 
[Yes,  the  teacher  sang-. 

ANSWERS  :  { 

No,  he  did  not  sing. 


SECOND   PRIMARY   LANGUAGE    BOOK  107 

How  many  answers  are  given  to  each  question  ? 
What  is  the  first  word  of  the  first  answer  to  each 
question?  Of  the  second  answer ? 

What  mark  comes  after  yes?     After  no? 

An  answer  beginning  with  yes  is  an  affirmative 
answer.  One  beginning  with  no  is  a  negative  answer. 

Notice  that  in  the  affirmative  answers  the  present 
and  past  forms  of  the  verb  itself  are  used. 

In  the  negative  answers  do,  does,  and  did  are  used. 
What  word  is  found  between  does  and  sing  in  the  first 
negative  answer?  Is  this  same  word  found  in  the 
other  negative  answers  ?  Between  what  two  words 
does  not  come  ? 

Give  an  affirmative  and  a  negative  answer  to  each 
of  the  questions  in  the  present  and  past  on  page  151. 

NOTE.  —  Give  drill  on  the  forming  of  affirmative  and  negative  answers  to 

questions  in  the  future.  Show  how  the  negative  answer  is  formed  by  putting 

not  between  shall  or  will  and  the  rest  of  the  verb  ;  as,  "  No,  he  will  not  write." 

Read  the  note  to  page  147. 

88.  Writing  Affirmative  and  Negative  Answers 
WRITTEN  EXERCISE 

Write  an  affirmative  and  a  negative  answer  to  each  of  the  following 
questions  : 

1.  Did  Crusoe  build  a  house? 

2.  Did  he  hunt  with  his  gun  ? 

3.  Will  the  hunter  shoot  a  deer  ? 

4.  Do  you  like  deer  meat  ? 

5.  Did  it  rain  last  week  ? 

6.  Shall  I  take  your  letter  to  the  post  office  ? 


108  SECOND   PRIMARY    LANGUAGE   BOOK 

7.  Will  you  send  a  money  order  for  the  book  ? 

8.  Does  Juanita  obey  her  parents  ? 

9.  Do  the  horses  pull  the  carromata? 
10.  Did  you  hear  the  bell  ring  ? 

89.  "Writing  Questions 

WRITTEN    EXERCISE 

Write  the  following  exercise.  Make  questions  which  can  be 
answered  by  yes  or  no.  Let  some  of  the  questions  be  in  the  present ; 
some  in  the  past ;  some  in  the  future  : 

1.  Four  questions  about  Crusoe. 

2.  Three  questions  about  the  picture  on  page  81. 

3.  Four  questions  about  yourself. 

4.  Four  questions  about  a  classmate. 

5.  Three  questions  about  the  crow. 

6.  Three  questions  directed  to  your  teacher. 

90.  A  Letter  to  the  Supervising  Teacher 

WRITTEN   EXERCISE 

Suppose  that  the  supervising  teacher  of  your  district  has  written 
you  a  letter  in  which  he  asks  for  the  following  information.  Write 
an  answer  to  his  letter.  Begin  by  stating  that  you  have  received  his 
letter,  giving  its  date,  then  give  the  information,  and  close  your  letter 
politely  : 

In  what  grade  are  you  ?  How  many  pupils  are  in 
the  same  grade?  How  many  boys?  How  many  girls? 
How  old  is  the  oldest  pupil  ?  The  youngest  ?  What 
are  your  studies  ? 


SECOND   PRIMARY    LANGUAGE   BOOK  ICX) 


91.  Robinson  Crusoe  Becomes  a  Potter 

For  a  whole  year  I  had  no  jars  or  pots. 
Often  I  wanted  to  boil  a  piece  of  goat's  meat 
or  a  turtle,  but  I  had  no  way  of  doing  it.  So 
I  decided  I  must  learn  to  be  a  potter  just  as  I 
had  learned  to  be  a  builder  and  a  carpenter. 

In  the  beginning  I  had  little  success.  I 
found  some  good  clay,  but  I  did  not  know 
how  to  prepare  it,  nor  how  to  model  it. 

After  working  hard  for  two  months  I  had  only 
two  good  jars.  But  they  were  not  strong 
enough  to  put  on  the  fire.  How  could  I  make 
them  harder? 


110  SECOND   PRIMARY   LANGUAGE   BOOK 

One  day  I  found  a  piece  of  a  broken  jar  in 
the  fire.  The  fire  had  made  it  red  in  color 
and  hard  as  stone.  That  gave  me  an  idea. 
If  the  fire  did  this  to  a  broken  jar,  would  it 
not  do  the  same  to  a  whole  one? 

So  I  modeled  some  new  jars  and  dried  them 
in  the  sun.  Then  I  built  a  large  fire  over 
them.  I  kept  the  fire  burning  all  day,  and 
toward  evening  I  let  it  go  down  slowly.  The 
next  morning  I  swept  away  the  ashes  and 
found  my  jars  and  pots  burnt  hard  and  red. 

How  happy  I  was !  I 
could  hardly  wait  until  I  had 
boiled  a  piece  of  meat  in 
one  of  my  new  pots.  That 
was  the  first  boiled  meat  I 
had  tasted  since  coming  to  my  island. 

Why  did  Crusoe  want  pots  and  jars  ?  Of  what  did 
he  make  them  ?  Why  could  he  not  make  good  ones 
at  first  ?  WThat  makes  clay  pots  hard  and  red  ?  How 
did  Crusoe  learn  this?  Are  jars  and  pots  in  the  Phil- 
ippines made  in  the  same  way  as  Crusoe  made  his? 

WRITTEN   EXERCISE 

Write  a  composition  telling  how  Crusoe  made  his  pots. 
NOTE.  —  Read  the  note  to  Lesson  I. 


SECOND   PRIMARY   LANGUAGE   BOOK  III 

92.  The  Pottery  Industry 

WRITTEN   EXERCISE 

Write  a  composition  telling  how  jars  are  made  in  the  Philippines. 

NOTE.  —  Have  the  pupils  visit  a  pottery,  if  possible,  or  let  them  examine 
pots  and  jars  and  notice  how  they  are  shaped  or  decorated.  If  the  pupils  have 
done  modeling  in  school,  let  them  write  a  composition  telling  how  they  made  a 
jar. 

93.  Affirmative  and  Negative  Statements 

Read  each  of  the  answers  at  the  beginning  of  Les- 
son 87,  and  in  each  case  omit  yes  and  no.  Then  you 
will  have  the  following  statements : 

1.  The  boy  sings.  4.  They  do  not  sing. 

2.  The  boy  does  not  sing.  5.  The  teacher  sang. 

3.  The  pupils  sing.  6.  He  did  not  sing. 

Each  affirmative  answer  makes  an  affirmative  state- 
ment. Each  negative  answer  makes  a  negative  state- 
ment. 

Read    the    affirmative   statements.      The  negative. 

How  do  you  form  the  negative  statement  from  the 
first  affirmative  statement?  From  the  second  affirma- 
tive statement  ?  From  the  last  ? 

What  word  is  found  in  each  negative  statement  ? 

Study  and  memorize  the  negative  statements  with 
verbs  in  the  present,  past,  and  future  on  page  152. 

What  part  of  the  verb  shows  present  time  ?  Past 
time  ?  Future  time  ?  What  part  of  each  verb  is  the 
same?  Where  is  not  in  each  negative  statement? 


112  SECOND   PRIMARY   LANGUAGE   BOOK 

WRITTEN   EXERCISE 

Write  from  memory  the  negative  statements  in  the  present,  past, 
and  future  on  page  152. 

94.  Writing  Affirmative  and  Negative  Statements 
WRITTEN    EXERCISES 

I.  Change  tliese  affirmative  statements  to  negative  statements  : 

1.  The  sick  man  died. 

2.  He  bought  a  bolo  with  the  money. 

3.  Hugo  goes  to  school  every  day. 

4.  Some  people  ride  on  the  train. 

5.  The  women  of  Panay  weave  jusi. 

6.  Alberto  knows  the  way  to  Bacolod. 

7.  We  gave  him  the  eraser. 

8.  The  storm  frightened  Crusoe. 

9.  I  think  so.     I  like  mangos. 

EXAMPLE  :  The  sick  man  did  not  die. 

II.  Change  these  negative  statements  to  affirmative  statements: 

1.  He  does  not  hear  the  bell. 

2.  We  do  not  sing  every  day. 

3.  Mr.  Favis  did  not  sell  his  rice. 

4.  The  river  does  not  flow  rapidly. 

5.  Crusoe  did  not  go  into  his  cave. 

6.  I  do  not  understand  you. 

7.  You  did  not  speak  loud  enough. 

8.  They  did  not  return  yesterday. 

EXAMPLE  :  He  hears  the  bell. 


SECOND    PRIMARY   LANGUAGE   BOOK 


95.  Uses  of  Plants 

The  Philip- 
pine Islands  are 
rich  in  plants. 
How  are  these 
plants  useful  to 
us?  The  trees 
of  the  forest, 
bamboo,  nipa, 
and  grasses 
furnish  us  with 
shelter  from 

the  wind,  rain,  and  sun.  From  many  plants 
we  get  clothing,  food,  and  drink.  The  roots, 
stems,  leaves,  and  fruits  of  some  plants  are 
used  for  medicines. 


WRITTEN   EXERCISES 

I.    Write  the  following  exercise.     If  you  do  not  know  the  English 
fiame,  give  the  names  of  plants  in  your  own  language  : 

1.  Six  plants  used  in  the  building  of  a  house. 

2.  Three  plants  from  which  cloth  is  made. 

3.  Three  plants  from  which  hats  are  made. 

4.  Six  plants  that  are  used  for  food. 

5.  Three  plants  from  which  drinks  are  made. 

6.  Four  plants  from  which  medicines  are  made. 


114  SECOND   PRIMARY   LANGUAGE   BOOK 

II.    Tell  the  different  uses  of  each  of  the  following  plants  : 

bamboo     abaca     coconut     sugar-cane     cacao 

96.  Parts  of  Plants  that  are  Useful 
WRITTEN   EXERCISE 

Tell  what  part  or  parts  of  the  following  plants  are  useful.      Tell 
also  what  the  parts  are  used  for; 

banana  abaca  sugar-cane  bejuco 

coconut  tobacco  ilangilang  nipa 

bamboo  camote  radish  guava 

rice  narra  tamarind  cacao 

97.  How  to  Make  a  Cup  of  Chocolate 
WRITTEN  EXERCISE 

Write  a  composition  telling  how  a  cup  of  choco- 
late is  made.     Tell  about  these  things: 

Picking    the   pods ;    taking   out   the 
seeds  and  drying  them ;   roasting    the 
seeds ;     grinding    them    and    making 
the  chocolate  paste  ;  cooking  the  chocolate. 

98.  The  Story  of  Ruperto's  Coat 

I  am  the  white  coat  that  Ruperto  wears  to 
school.  Shall  I  tell  you  the  story  of  my  life? 

My  mother  was  a  cotton  plant,  and  we  lived 
in  a  large  field  with  many  other  cotton  plants. 
I  grew  on  the  top  of  the  bush  where  I  could 
look  over  the  heads  of  my  neighbors.  As  far 


SECOND   PRIMARY   LANGUAGE    BOOK 


as  I  could  see  there  were  thousands  of  pretty 
white  balls  just  like  me,  peeping  from  under 
the  green  leaves. 

One  day  a  man  came  and  picked  all  of  us 
cotton  balls.  He  put  us  into  a  large  bag  and 
took  us  to  a  mill.  Here  we  were  spun  into 
long,  slender  threads  and  wound  on  large 
spools.  Then  the  spools  were  put  into  a  loom, 
and  we  threads  were  woven  into  cloth. 

The  piece  of  cloth  into  which  I  was  woven 
went  on  a  long  journey.  I  fell  asleep,  and 
when  I  awoke,  I  found  myself  on  a  tailor's 
table.  The  tailor  showed  me  to  Ruperto,  who 
wanted  a  coat.  Ruperto  said  he  liked  me,  and 
asked  the  tailor  to  make  me  into  a  good  coat. 


Il6  SECOND   PRIMARY   LANGUAGE    BOOK 

The  tailor  cut  me  into  several  pieces.  He 
basted  the  pieces  together  and  then  sewed 
them  on  a  sewing  machine.  When  Ruperto 
came  a  few  days  later,  he  said,  "  I  like  that 
coat."  So  he  took  me  home  with  him  and  has 
worn  me  ever  since. 

What  do  we  call  the  cloth  of  which  Ruperto's  coat 
was  made  ?  Tell  how  the  cloth  is  made. 

In  what  countries  does  the  cotton  plant  grow? 
Where  does  much  of  the  cotton  cloth  used  in  the 
Philippines  come  from  ?  For  what  is  cotton  cloth 
used  ? 

WRITTEN   EXERCISE 
Write  a  composition  telling  how  cotton  cloth  is  made. 

99.  The  Story  of  a  Piece  of  Rope 
WRITTEN   EXERCISE 

Write  the  story  of  a  piece  of  rope.  Let  the  rope  tell  its  own  story 
just  as  Ruperttfs  coat  did. 

100.  Industries 

Have  you  ever  thought  of  all  the  work  that 
had  to  be  done  before  a  piece  of  rope  was  made  ? 
Let  us  think  of  what  must  be  done:  plowing 
and  preparing  the  field ;  planting  the  abaca ; 


SECOND   PRIMARY   LANGUAGE   BOOK  117 

taking  care  of  the  plants ;  cutting  the  abaca ; 
stripping  the  fiber;  drying  the  fiber;  packing 
the  fiber  and  taking  it  to  market ;  making  the 
rope. 

All  these  labprs  connected  with  the  raising 
of  abaca  make  the  abaca  industry.  This  is 
one  of  the  most  important  industries  in  the 
Philippines.  Other  industries  are  the  sugar 
industry,  tobacco  industry,  fishing,  pottery,  and 
weaving. 

It  is  good  for  a  country  to  have  many  indus- 
tries, because  then  everybody  has  work  and 
everybody  is  content  and  prosperous.  People 
have  money  to  buy  food  and  clothing  and  to 
pay  their  taxes.  The  taxes  are  used  for 
schools,  roads,  bridges,  and  improving  the 
country. 

WRITTEN   EXERCISES 

I.    Write  a  list  of  important  industries  in  the  Philippines. 
II.    Write  another  list  of  industries  in  your  province. 
III.    Write  a  composition  about  some  industry  with  which  you  are 
acquainted. 

101.  Robinson  Crusoe's  First  Loaf  of  Bread 

I  have  told  you  how  I  had  to  become  a 
potter  before  I  could  have  any  boiled  meats  or 


Il8  SECOND    PRIMARY    LANGUAGE   BOOK 


soups.  Yet  to  make  my  first  loaf  of  bread,  I 
had  to  do  the  work,  first,  of  a  farmer;  second, 
of  a  miller;  third,  of  a  potter;  fourth,  of  a 
baker. 

Think  of  being  a  farmer,  a  miller,  a  potter, 
and  a  baker,  just  for  a  loaf  of  bread !  Here 
is  the  story  of  my  first  loaf. 

I  planted  the  wheat,  rice,  and  barley  which 
I  had  found  on  the  ship.  I  worked  very  hard, 
as  every  good  farmer  must,  and  in  two  years  I 
had  plenty  of  each  kind  of  grain. 

Now  I  had  to  grind  the  wheat  and  barley  into 
flour.  So  I  made  a  mortar  and  pestle  of  wood. 
I  hollowed  out  the  center  of  a  block  of  hard 


SECOND   PRIMARY   LANGUAGE   BOOK  1 19 

wood  until  it  looked  like  a  mortar  for  hulling 
rice.  The  pestle  I  made  of  another  hard  wood, 
called  ironwood.  So  with  a  wooden  mortar 
and  pestle  for  a  mill,  I  became  a  miller  and  soon 
had  flour. 

Now  I  needed  an  oven  to  bake  my  flour  into 
bread.  For  this  I  made  some  square  bricks  in 
the  same  way  that  I  made  my  pots.  I  built 
a  floor  of  these  bricks,  and  on  this  floor  I 
made  a  fire. 

When  the  bricks  were  heated,  I  swept  the 
fire  and  ashes  away.  Then  I  put  my  loaves 
of  bread  down  on  the  hot  floor  and  covered 
them  with  a  pot.  All  over  and  around  the 
pot  I  built  up  the  fire  again.  In  about  an 
hour  I  swept  away  the  fire  and  took  off  the  pot. 
There  were  three  nice  brown  loaves  of  bread! 

It  took  me  so  long  to  do  the  work  of  a  farmer, 
a  miller,  a  potter,  and  a  baker  that  I  was  on  the 
island  nearly  three  years  before  I  baked  my  first 
bread. 

Tell  all  the  kinds  of  work  that  Crusoe  had  to  do 
before  he  ate  his  first  loaf  of  bread.  How  did  he  make 
his  mortar?  His  pestle?  Why  did  he  use  hard 
wood  ?  What  are  mortars  and  pestles  used  for  in  the 


120  SECOND   PRIMARY   LANGUAGE    BOOK 

Philippines?  How  did  Crusoe  make  an  oven?  How 
did  he  heat  his  oven  ?  Tell  how  Crusoe  baked  his 
bread.  Why  did  it  take  him  so  long  to  bake  his 
first  loaves? 

WRITTEN    EXERCISES 

I.     Write  a  composition  telling  how  the  baker  bakes  bread. 
II.    Write  a  letter  to  Frederick  Philips,  who  lives  in  Buffalo,  New 
York.     He  does  not  know  how  Filipinos  hull  rice.      Tell  Jiim  about  it. 
Describe  the  mortar  and  pestle,  the  pounding  of  the  palay,  and  the 
cleaning  of  the  rice. 


1O2.  Work  and  Pun 
WRITTEN   EXERCISE 

Imagine  that  these  young  people  came  to  your  house  one  night.  In 
a  letter  to  your  cousin  write  about  the  fun.  Tell  about  these  things : 

How  many  were  there  ?  What  did  the  young  men 
do  ?  The  young  ladies  ?  What  did  they  do  after  the 
rice  was  hulled  ?  When  did  they  go  home  ? 


SECOND   PRIMARY   LANGUAGE    BOOK  12 1 

1O3.   Comparison  of  Adjectives 

1.  Joaquin  is  tall. 

2.  Andres  is  taller  than  Joaquin. 

3.  Luis  is  the  tallest  of  the  three  boys. 

How  many  boys  are  spoken  of  in  the  sentences 
above  ?  Each  boy  is  tall,  but  each  is  of  a  different 
height.  Thus  in  comparing  the  heights  of  the  boys 
we  use  three  forms  of  the  same  adjective.  Read  the 
three  adjectives  that  are  used  in  the  sentences  above. 

What  letters  are  added  to  tall  in  the  second  state- 
ment ?  In  the  last? 

To  compare  an  adjective  is  to  give  its  three  forms; 
as,  short,  shorter,  shortest ;  sweet,  sweeter,  sweetest. 

Compare  rough,  clean,  neat,  fast,  tight,  cheap. 

Adjectives  that  end  in  e  add  only  r  for  the  second 
form  and  st  for  the  third ;  as,  large,  larger,  largest. 

Compare  brave,  wide,  late,  loose,  safe. 

Most  adjectives  ending  in  y  change  y  to  i  before 
adding  er  and  est\  as,  heavy,  heavier,  heaviest. 

Compare  busy,  lazy,  dirty,  early,  pretty,  easy. 

WRITTEN   EXERCISE 

Write  the  comparison  of  all  the  adjectives  that  you  have  compared 
orally  in  this  lesson. 

NOTE.  —  Let  the  pupils  use  the  three  forms  of  some  of  the  adjectives  given 
above  in  sentences  similar  to  those  at  the  beginning  of  this  lesson. 


122  SECOND    PRIMARY    LANGUAGE    BOOK 

104.  Comparing  Two  Things 

1.  Iron  is  heavier  than  wood. 

2.  A  mouse  is  smaller  than  a  cat. 

What  two  things  are  compared  in  the  first  sen- 
tence ?  What  adjective  is  used  to  compare  them  ? 
From  what  adjective  does  heavier  come  ? 

What  is  compared  with  the  cat  ?  What  adjective 
is  used  in  comparing  the  mouse  with  the  cat  ?  From 
what  adjective  does  smaller  come  ? 

What  word  comes  after  heavier?     After  smaller? 

Notice  that  than  comes  after  the  adjective  used  in 
comparing  two  things. 

Form  ten  expressions  that  you  would  use  in  state- 
ments comparing  two  persons  or  things ;  as,  smoother 
than,  easier  than,  earlier  than,  wider  than. 

WRITTEN  EXERCISE 

Write  ten  statements.  In  each  compare  the  two  things  that  are 
named  together  below.  Use  the  correct  form  of  the  adjective  which  is 
given  with  each  pair  of  nouns  : 

1.  man,  boy;  old.  6.  chico,  lemon;  sweet. 

2.  brook,  river;  wide.  7.  sun,  moon  ;  bright. 

3.  sea,  river ;  deep.  8.  day,  night ;  warm. 

4.  meter,  vara  ;  long.  9.  board,  mat ;  thick. 

5.  son,  father;  young.  10.  carabao,  horse  ;  strong. 

EXAMPLE  :   The  man  is  older  than  the  boy. 


SECOND   PRIMARY    LANGUAGE   BOOK  123 

1O5.  The  Goose  and  the  Hen 

The  goose  and  the  hen  are 
domestic  fowls.  In  some  ways 
they  are  alike;  in  other  ways 
they  are  unlike.  How  do  they 
compare  in  size  ?  In  weight  ? 

In   color?     Which    has    the  longer  tail? 

The  longer  neck  ?     The  larger  bill  ?     Which  has  the 

longer   legs?     How  do  their  feet  differ?     Compare 

their  eggs  in  size. 

WRITTEN  EXERCISE 

Write  a  composition  compari?ig  the  goose  and  the  hen.     In  many  of 
your  statements  you  will  use  adjectives  ending  in  er. 

NOTE.  —  Let  the  pupils  in  oral  work  compare  other  animals ;  as,  sheep  and 
goat,  crow  and  pigeon,  dog  and  cat,  cow  and  carabao,  lizard  and  snake.  They 
may  also  be  required  to  write  about  these  animals,  comparing  them. 

106.   Irregular  Comparison  of  Adjectives 

Some  adjectives  cannot  be  compared  by  adding  er 
and  est. 

Learn  the  comparison  of  these  irregular  adjectives : 

good  better  best 

bad  worse  worst 

much  more  most 

little  less  least 

far  farther  farthest 


124  SECOND   PRIMARY    LANGUAGE    BOOK 

WRITTEN  EXERCISES 

I.  Write  the  two  forms  of  each  of  the  adjectives  just  given  when 
your  teacher  reads  the  first  form. 

II.  Compare  two  things,  using  the  correct  form  of  the  following 
adjectives : 

good         bad         little         much          far 
III.    Answer  the  following  questions  in  complete  statements  : 

1.  What  town  in  your  province  is  farthest   from 
your  town  ? 

2.  What  insect  is  the  worst  enemy  of  the  farmer? 

3.  What  insect  is  his  best  friend  ? 

4.  What  province  produces  the  most  tobacco  ? 

5.  In  what  month  does  the  farmer  have  the  least 
rice  ?     When  has  he  the  most  ? 

107-  Comparison  with  more  and  most 

Many  adjectives  are  so  long  that  it  would  be  diffi- 
cult to  pronounce  them  with  er  or  est  added. 

Instead  of  adding  er,  more  is  used  before  such 
adjectives ;  and  instead  of  adding  est,  most  is  used 
before  them ;  as,  beautiful,  more  beautiful,  most 
beautiful. 

Compare  the  following  adjectives  with  more  and 
most : 

expensive         diligent        cheerful  difficult 

careful  useful  intelligent  industrious 


SECOND   PRIMARY   LANGUAGE    BOOK  125 

WRITTEN    EXERCISE 
Write  an  answer  to  each  question  : 

1.  Which    are    more   expensive,    white    shoes    or 
black  shoes  ? 

2.  Who  is  the  most  punctual  pupil  in  your  class? 

3.  What  is  your  easiest  lesson  ? 

4.  What  is  your  most  difficult  lesson  ? 

5.  What   town   in   your   province   is    larger   than 
your  town  ? 

6.  What  town  is  smaller? 

7.  WThen  can  you  do  your  best  work  ? 

8.  What  animal  is  the  most  useful  to  the  farmer? 

9.  Which  is  more  beautiful,  sinamay  or  jusi  ? 

10.  Which   is  more   expensive?      Which  is  more 
useful  ? 

1 1,  When  is  rice  most  expensive  ? 

1O8.  Much  and  many 

1.  A  rich  man  has  much  money. 

2.  He  has  many  pesos. 

What  adjective  is  used  before  money  ?  Before 
pesos  ? 

Is  money  singular  or  plural  ?  Is  pesos  singular  or 
plural  ? 

Much  is  used  before  singular  nouns.  Many  is 
used  before  plural  nouns. 

Many  is  compared  the  same  as  much.  Compare 
much;  many. 


126  SECOND   PRIMARY   LANGUAGE   BOOK 

WRITTEN   EXERCISES 

I.  Copy   the  following  sentences,  filling  the  blanks  with   much, 
many,  more,  or  most : 

1.  During  the  rainy  season  there  is .water  in 

the  streets.     There  is  -      -  water  in   the  rivers   than 
during  the  dry  season. 

2.  The   farmer    planted  rice.      locusts 

came  and  ate  it. 

3.  There    are     pupils    in    the    third    grade. 

There    are pupils    in    the    first    grade    than    in 

the  third. 

4.  The  greedy  rich  man   had  -    —  money,  but  he 

did  not  have friends.     The  kind  poor  man  had 

friends  than  the  rich  man. 

5.  A  good  student  can  do  work  than  a  poor 

student.     The  best  student  does  the work. 

II.  Copy  the  following  questions,  filling  the  blanks  with  much  or 
many : 

1.  How land  has  Mr.  Roco? 

2.  How hektars  has  he  ? 

3.  How  -      -  rice  did  he  plant  ? 

4.  How  -      -  does  the  clerk  earn  each  month  ? 

5.  How  -      -  children  has  he  ? 

6.  How inches  make  one  foot  ? 

7.  How sugar  can  you  buy  for  a  peso  ? 

8.  How is  your  book  worth  ? 

9.  How pages  are  there  in  your  book  ? 


SECOND   PRIMARY   LANGUAGE   BOOK       -          127 

109.  Little  and  few 

A  little  house  means  a  house  that  is  not  big.  What 
is  the  opposite  of  little  ? 

Little  money  means  not  much  money.  The  oppo- 
site of  little  in  this  case  is  much.  When  we  say  that 
the  ten-centavo  coin  is  a  little  coin,  we  mean  that  the 
coin  is  not  big.  But  when  we  say,  "  Ten  centavos  is 
little  money,"  we  mean  that  it  is  not  much  money. 

What  is  the  opposite  of  much  ? 

The  opposite  of  many  is  few.  A  few  boys  means 
not  many  boys.  In  what  other  words  can  you  say, 
not  many  days ;  not  many  books;  few  pupils? 

Little,  meaning  not  much,  is  used  with  singular 
nouns  ',  few,  meaning  not  many,  is  used  with  plural 
nouns ;  as,  little  land,  few  hektars,  little  rain,  few 
storms. 

WRITTEN   EXERCISE 

Write  the  following  sentences.  Use  the  opposites  of  the  words  or 
expressions  that  are  underlined: 

1.  I  live  in  a  big  town. 

2.  Many  people  live  in  this  town. 

3.  This  town  has  few  little  barrios. 

4.  There  are  many  big  churches  in  Manila. 

5.  Sometimes  there  is  much  rain  and  little  sun- 
shine. 

6.  The  little  baby  can  walk  a  few  steps. 

7.  A  big  lamp  gives  much  light. 


128 


SECOND   PRIMARY    LANGUAGE    BOOK 


8.  A  thousand  pesos  is  much  money. 

9.  Many  carabaos  will  eat  much  grass. 
10.    A  little  boy  eats  little  meat. 


110.  How  to  Make  your  School  Beautiful 

When  your  school  gives 
special  exercises,  to  which 
you  invite  your  parents 
and  friends,  you  all  want 
the  school  to  be  beautiful. 
So  you  bring  in  leaves 
and  plants,  colored  lan- 
*"  terns,  and  flags  to  decorate 
it.  How  proud  you  are  to 
show  the  school  to  the 
people  of  your  town  ! 

Would  it  not  be  better  if  you  could  do  a 
little  every  day,  every  week,  to  add  to  the 
beauty  of  your  school  ?  Should  you  not  be 
happier  and  prouder  to  have  your  schoolroom 
and  yard  look  beautiful  every  day  instead  of 
only  a  few  days  in  the  year  ? 

What  shade  trees  can  you  plant  in  front  of  the 
schoolhouse  ?  What  vines  can  you  plant  near  the 
schoolhouse  to  grow  up  the  posts  and  over  the  walls  ? 


SECOND   PRIMARY   LANGUAGE   BOOK  129 

Where  can  you  get  the  vines?  Where  can  you 
have  a  flower  garden  ?  Wrhat  can  you  plant  in  it  ? 
What  can  you  plant  in  pots  to  put  in  the  windows? 

WRITTEN   EXERCISES 

I.    Write  a  composition  telling  how  your  school  yard  could  be  made 
more  beautiful. 

II.  Write  a  letter  to  a  merchant  asking  him  to  send  you  a  list  of 
flower  seeds  with  the  price  of  each  kind. 

111.    Arbor  Day 

On  what  date  did  your  school  celebrate  Arbor 
Day?  What  did  the  pupils  do  on  that  day?  What 
persons  spoke  to  the  pupils?  What  did  they  talk 
about  ?  What  did  you  learn  on  that  day  ?  Why  is 
Arbor  Day  celebrated  in  the  schools  ? 

WRITTEN   EXERCISES 

I.    Write  a  letter  telling  how  you  celebrated  Arbor  Day. 
II.    Write  a  letter  to  the  Director  of  the  Bureau  of  Agriculture, 
Manila.     Ask  him  to  send  you  the  names  and  prices  of  some  trees 
that  you  can  plant  in  your  school  yard. 

112.    Robinson  Crusoe  Becomes  a  Tailor 

What  do  you  do  when  your  clothes  wear 
out  ?  You  get  new  ones,  do  you  not  ?  When 
my  clothes  wore  out,  I  had  to  get  new  ones, 
too.  But  I  had  no  cloth,  and  so  I  had  to  make 
them  of  goatskins. 


130  SECOND   PRIMARY   LANGUAGE    BOOK 


At  first  I  was  a  very  poor  tailor.  I  had 
scissors  and  needles  and  thread,  but  I  did  .not 
know  how  to  sew.  I  did  not  know  how  to  cut 
the  skins  into  the  proper  shapes. 

The  first  thing  I  made  was  a  tall  cap.  After 
I  finished  my  cap,  I  cut  out  pieces  of  goatskin 
for  a  coat  and  sewed  them  together. 

Then  I  made  a  pair  of  trousers.  I  made  the 
coat  and  trousers  very  loose  so  that  they  would 
not  be  too  hot.  Then  I  made  some  goatskin 
coverings  for  my  feet.  They  were  not  very 
comfortable,  but  they  were  strong  and  useful. 

Last  I  made  an  umbrella  to  protect  me  from 
both  the  sun  and  the  rain.  The  heat  of  the 


SECOND   PRIMARY   LANGUAGE   BOOK  131 

sun  gave  me  headaches,  and  the  rain  gave  me 
fever.  Under  my  new  umbrella  I  could  keep 
cool  in  the  hottest  weather,  and  in  the  rain  I 
could  keep  dry,  for  the  hair  of  the  goatskin 
shed  the  water. 

What  should  you  think  if  you  saw  a  man 
dressed  in  goatskins?  Should  you  not  be 
surprised  ? 

WRITTEN    EXERCISE 

Probably  your  father  has  never  seen  a  picture  of  Robinson  Crusoe. 
Write  for  your  father  a  description  of  Crusoe  in  his  new  clothes. 

113.   My,  our,  your 

Julian  says,  "  My  dog  is  black. " 
Julian  says  to  Pedro,  "  Your  book  is  pretty. " 
Whose  dog  is  Julian  talking  about?     Whose  book 
does  Julian  like  ? 

The  first  sentence  that  Julian  spoke  is  about  Julian's 
dog.  What  does  the  word  Julians  show?  What 
word  does  Julian  use  instead  of  Julians?  What  do 
you  call  a  word  that  is  used  instead  of  a  noun  ? 

My  is  a  pronoun.  It  shows  ownership  or  posses- 
sion. My  is  a  possessive  pronoun. 

What  possessive  pronoun  does  Julian  use  in  his 
second  statement?  For  what  possessive  noun  is  it 
used  ? 


132  SECOND   PRIMARY   LANGUAGE    BOOK 

When  Julian  speaks  of  things  belonging  to  him  and 
his  brothers,  he  says,  "  our  kite,  "  "  our  goat.  " 

My  shows  that  one  person  is  the  owner;  our  shows 
that  more  than  one  is  the  owner. 

Your  is  both  singular  and  plural. 

Use  your  in  a  sentence.  Tell  whether  it  is  singular 
or  plural. 

WRITTEN    EXERCISES 

Write  the  following  exercises : 

1.  Five  sentences  about  things  belonging  to  you. 

2.  Five  sentences  about  things  belonging   to  you 
and  your  parents. 

3.  Five    sentences    addressed   to  your   schoolmate 
about  things  belonging  to  him  or  her. 

4.  Five  sentences  addressed  to  your  parents  about 
things  belonging  to  them. 

114.  His,  her,  its,  their 

1.  The  boy's  feet.  His  feet. 

2.  The  girl's  feet.  Her  feet. 

3.  The  bird's  feet.          Its  feet. 

What  possessive  pronoun  is  used  in  the  place  of 
The  boys?  The  girl's?  The  bird's? 

His  is  used  when  the  owner  is  a  boy  or  a  man.  Her 
shows  that  the  owner  is  a  girl  or  a  woman.  When  the 
owner  is  neither  boy,  man,  girl,  nor  woman,  its  is  used. 


SECOND   PRIMARY   LANGUAGE   BOOK  133 

4.  The  boys'  ears.         Their  ears. 

5.  The  girls'  ears.         Their  ears. 

6.  The  cats'  ears.          Their  ears. 

Find  the  possessive  nouns  in  these  expressions.  Are 
these  nouns  singular  or  plural? 

What  possessive  pronoun  is  used  in  place  of  each 
possessive  noun? 

Their  is  used  when  more  persons  than  one  are  the 
owners. 

What  is  the  plural  of  his?     Her?     Its? 


WRITTEN   EXERCISES 

I.  Write  possessive  pronouns  in  place  of  the  possessive  nouns : . 

The  man's  house.  The  hens'  chicks. 

Pablo's  sister.  The  boys'  pets. 

Rita's  sister.  Children's  toys. 

The  kite's  tail.  The  pupils'  desks. 

Sister's  camisa.  Women's  dresses. 

Brother's  coat.  Men's  suits. 

II.  Write  the  following  exercise,  using  a  possessive  noun  in  place 
of  each  possessive  pronoun : 


his  mother 
its  wings 
their  rice 
her  brothers 

his  cousins 
its  body 
their  fins 
their  fish 

his  uncle 
her  uncle 
its  size 
her  letter 

134  SECOND    PRIMARY   LANGUAGE    BOOK 

115.  Questions  about  Ownership  of  Things 

1.  Whose  carabao  is  eating  in  that  field? 

2.  Whose  knife  is  on  the  floor? 

The  first  question  asks  who  the  owner  of  the  carabao 
is.  What  does  the  second  question  ask? 

What  is  the  first  word  in  each  question? 

Whose  is  used  in  questions  asking  ahout  the  owner- 
ship of  things. 

Answer  the  first  question.  What  possessive  noun 
do  you  use?  What  possessive  noun  do  you  use  in 
your  answer  to  the  second  question  ? 

WRITTEN    EXERCISE 

Write  ten  questions  asking  about  the  ownership  of  things  in  the 
schoolroom. 

EXAMPLE  :  Whose  hat  hangs  on  the  post  ? 

116.   Where,  when,  how,  why 

Look  at  the  questions  on  page  151.  You  can  use 
each  of  those  questions  with  where,  when,  how,  and 
why;  as, 

Where  do  I  write  a  letter? 
When  do  I  write  a  letter? 
How  do  I  write  a  letter? 
Why  do  I  write  a  letter? 


SECOND   PRIMARY   LANGUAGE    BOOK  135 

WRITTEN   EXERCISE 
Write  ten  questions  beginning  with  where,  when,  how,  why. 

1.  Ask  a  pupil  where  Mr.  Angeles  lives. 

2.  Ask  Mr.  Garcia  how  he  went  to  Manila. 

3.  Ask  him  why  he  went. 

4.  Ask  Miguel  why  he  bought  a  pencil. 

5.  Ask  him  where  he  bought  it. 

6.  Ask  Segundo  when  he  will  go  to  school. 

7.  Ask  the  pupils  where  they  put  their  books. 

8.  Ask  Miss  Alvarez  how  she  makes  rice-cakes. 

9.  Ask  your  teacher  when  he  rings  the  bell. 
10.    Ask  him  why  he  rings  it. 

NOTE.  —  Read  note,  page  151. 

117-   Robinson  Crusoe  Rescues  Friday 

For  twenty  years  I  lived  alone.  I  cultivated 
my  fields,  took  care  of  my  goats,  and  made 
with  my  own  hands  whatever  I  needed.  Dur- 
ing all  that  time  I  saw  no  human  being. 
Then  one  day  on  the  seashore  I  found  some- 
thing that  made  me  jump  with  surprise  and 
fright.  It  was  a  human  footprint !  There  it 
was  on  the  sand,  the  print  of  a  large,  naked 
foot,  probably  of  a  savage.  I  feared  that  a 
band  of  savages  had  landed  on  my  island,  and  I 
hid  for  several  days  in  my  cave.  But  I  never 
saw  anything  more  of  them. 


136 


SECOND   PRIMARY   LANGUAGE    BOOK 


After  that,  every  day  I  went  up  to  a  high 
rock  and  looked  out  over  the  sea.  One  day  I 
saw  five  canoes  loaded  with  savages.  They 
had  two  prisoners  with  them.  While  I  watched, 
they  came  to  shore  and  lit  a  fire. 

Then  they  killed  one  of  the  prisoners.  While 
they  were  doing  this,  the  other  one  escaped 
and  came  running  toward  the  place  where  I 
was  hidden.  Three  of  the  savages  followed 
him.  As  the  three  came  near  I  raised  my  gun 
and  shot  one  of  them. 

The  other  two,  frightened  by  the  noise  of  the 
gun,  fled  to  the  shore.  Then  all  the  savages 
got  into  their  canoes  and  paddled  away. 


SECOND   PRIMARY    LANGUAGE   BOOK  137 

The  prisoner  whose  life  I  had  saved  was 
also  much  frightened.  But  I  made  him  under- 
stand by  smiles  and  signs  with  my  hands  that  I 
was  his  friend.  He  came  up  to  me  timidly  and 
touched  me.  Then  he  kneeled  before  me 
and  put  my  foot  on  his  head.  He  did  this 
to  show  that  he  was  thankful  and  that  he 
would  be  my  servant. 

I  named  him  Friday,  because  it  was  on  Fri- 
day that  I  saved  his  life.  At  first  we  could 
not  talk  to  each  other  except  by  signs. 
But  Friday  was  intelligent  and  quickly  learned 
many  English  words.  He  was  industrious, 
too,  and  worked  hard.  Soon  I  found  him  both 
a  pleasant  companion  and  a  helpful  servant. 
He  often  told  me  about  his  own  country, 
which  was  not  far  away.  He  wanted  me  to 
build  a  boat  and  go  with  him  to  his  people. 

What  did  Crusoe  find  on  the  shore  one  day?  Why 
was  he  frightened  ?  Where  did  he  hide  ? 

Who  came  to  his  island  ?  Tell  what  these  men 
did. 

Tell  how  one  of  the  prisoners  escaped.  How  did 
Crusoe  save  him  ?  How  did  the  poor  prisoner  thank 
Crusoe  ?  Why  did  he  call  the  man  Friday  ?  What 
did  Crusoe  teach  Friday  ? 


138 


SECOND   PRIMARY   LANGUAGE    BOOK 


118.  Where  Things  are 

Can   you    obey  these  commands  ? 

Take  your  hat  m  your  hand.  Put  it  on  your 
head.  Hold  it  over  your  head.  Put  it  behind  you. 
Hold  it  before  you.  Hold  it  over  the  table.  Put  it 
on  the  table, 
the  wall. 


Put    it     under    the    table. 


near 


Hold   it 
Place  it    against    the    wall.     Put    it 


into    the  waste-basket. 


Put  it  beside  the  waste-bas- 

Sit  at 


ket.     Hold  it  between  the  table  and  the  wall, 
your  desk. 


WRITTEN   EXERCISES 

I.    Look  at  the.  picture.      Copy  the  following  sentences,  filling  each 
blank  with  one  of  the  underlined  words  in  the  above  : 


i.   The  boy  is  sit- 
ting    the      table. 

His  sister  is  standing 

him.     The   boy 

has  a  pencil  -  -  his 
hand.  He  has  a  slate 
him.  He 


writing 


is 
his  slate. 


2.    I  see  two  books 

and  a  vase  the 

table.       The 


the    two   books. 

the  vase  ? 

3.    There  are  three  pictures 


vase 
Who  put    the    flowers  - 


is 


the  wall.     The 


SECOND    PRIMARY    LANGUAGE   BOOK  139 

little  picture  is the  two  big  ones.     A  fan  is 

one  of  the  pictures. 

4.   The  lamp  is  hanging the  table.     The  cat 

is  -      -  the  table.     She  is  -      -  the  boy's  legs. 

II.  Write  thirteen  commands  like  those  at  the  beginning  of  this 
lesson.  Use  one  of  the  underlined  words  in  each  command. 

119.  In,  into 

1.  Miguel  ran  into  the  room. 

2.  He  is  in  the  room. 

The  first  sentence  shows  that  Miguel  moved  from 
some  place  outside  to  the  inside.  We  use  into  to 
show  that  a  person  or  thing  moves  from  the  outside  to 
the  inside  ;  as,  "  He  jumped  into  the  water,"  "  Put 
the  flowers  into  the  vase." 

The  second  sentence  shows  where  Miguel  is.  In 
is  often  used  to  show  where  a  person  or  thing  is. 

NOTE.  —  Let  a  pupil  step  out  of  the  room.  Say  to  him,  "  Come  into  the 
room."  While  he  is  walking  in,  say,  "  He  is  coming  into  the  room."  Then  say, 
"  He  is  in  the  room."  Give  a  girl  a  pencil  -and  say,  "  Drop  the  pencil  into  the 
hat."  When  she  has  done  that,  say,  "The  pencil  is  in  the  hat."  Try  other  ob- 
ject exercises,  using  throw  into,  fall  into,  push  into,  run  into,  jump  into,  put  into. 

WRITTEN    EXERCISE 
Copy  these  sentences,  putting  in  or  into  in  place  of  the  blank  : 

i.    One  day  while  Ricardo  was  sitting a  chair, 

Pussy  jumped  -        •  his   lap.      Ricardo   playfully  put 

her  -     -  a  large  basket.     She  did  not  like  to  be 

a  basket,  so  she  jumped  out  and  ran  — —  the  kitchen. 


140  SECOND   PRIMARY   LANGUAGE   BOOK 

2.  Rafael  had  a  peso his  pocket.     He  put  his 

hand his  pocket  and  took  it  out. 

3.  The  boys  jumped  a  boat.     They  like   to 

ride a  boat. 

120.    Words  that  Tell  how 

1.  Benito  writes  neatly. 

2.  The  pupils  work  quietly. 

What  word  tells  how  Benito  writes  ?  What  word 
tells  how  the  pupils  work  ? 

A  word  that  tells  how  is  called  an  adverb. 

Many  adverbs  that  tell  how  are  formed  from 
adjectives  by  adding  ly\  as,  neat,  neatly;  rapid, 
rapidly  ;  bad,  badly. 

Form  adverbs  that  tell  how  from  the  following 
adjectives : 

rough                   soft                   sweet  smooth 

loud                      pleasant           beautiful  glad 

careful                  quick                swift  careless 

Most  adjectives  ending  in  y  change  y  to  i  before 
adding  ly ;  as,  happy,  happily. 

Form  adverbs  from  the  following  adjectives : 
pretty  easy  heavy  busy 

WRITTEN  EXERCISES 

I.    Write  the  adverbs  that  you  formed. 
II.    Use  each  adverb  in  a  sentence. 


SECOND   PRIMARY   LANGUAGE   BOOK  141 

121.  Words  that  Tell  when 

1.  Victor  is  studying  tonight. 

2.  He  played  last  night. 

3.  He  will  work  tomorrow  morning. 

What  word  tells  when  Victor  is  studying  ?     What 

words  tell  when  he  played?     When  he  will  work? 

• 

The  following  words  are  used  to  tell  when : 

today  day  before  yesterday  next  Tuesday 

yesterday  day  after  tomorrow  next  month 

tomorrow  tomorrow  evening  next  year 

tonight  yesterday  afternoon  last  year 

last  night  a  week  ago  last  March 

tomorrow  night  two  months  ago  last  Sunday 

this  morning  a  long  time  ago  this  week 

NOTE.  —  See  note,  Lesson  60. 

WRITTEN   EXERCISE 

I.    Write  ten  sentences.     In  each  use  one  of  the  expressions  above 
to  show  what  happened  some  time  in  the  past. 

EXAMPLE  :    I  was  sick  last  night. 

II.    Write  eight  sentences.     In  each  tell  what  you  will  do  some- 
time in  the  future. 

EXAMPLE  :    I  shall  be  in  the  fourth  grade  next  year. 

122.    Words  that  are  Spelled  Alike 

Some  words  are  spelled  alike,  but  have  different 
meanings.     Study  the  sentences  on  the  next  page : 


142  SECOND   PRIMARY   LANGUAGE   BOOK 

left 

1.  The  boy  cut  his  left  hand. 

2.  He  left  the  knife  on  the  table. 

leaves 

1.  A  tree  has  many  leaves. 

2.  Gil  leaves  his  slate  in  school. 

like  * 

1.  I  like  to  work. 

2.  He  looks  like  his  brother. 

light 

1.  A  feather  is  light. 

2.  The  sun  gives  us  light. 

well 

1.  He  does  his  work  well. 

2.  There  is  water  in  the  well. 

3.  She  is  not  sick;  she  is  well. 

saw 

1.  I  saw  a  carpenter. 

2.  He  had  a  saw. 

3.  He  can  saw  boards. 

lie 

1.  I  lie  in  my  bed. 

2.  Tell  the  truth;  do  not  lie. 

3.  He  told  a  lie. 


SECOND    PRIMARY   LANGUAGE   BOOK  143 

123.    Words  that  are  Pronounced  Alike 

Some  words  are  pronounced  alike,  but  spelled  differ- 
ently and  have  different  meanings. 

no        know 

1.  Do  you  know  that  man? 

2.  No,  I  do  not  know  him. 

3.  I  have  no  pen. 

new        knew 

1.  I  have  a  new  hat. 

2.  I  knew  my  lesson. 

there        their 

1.  There  are  my  books. 

2.  Where  are  their  slates  ? 

so        sew        sow 

1.  Do  you  think  so? 

2.  The  girls  sew  cloth. 

3.  The  boys  sow  seed. 

WRITTEN    EXERCISE 

Use  each  of  these  words  in  a  sentence : 

meet,  meat  one,  won 

son,  sun  two,  to,  too 

right,  write  eight,  ate 

sea,  see  hour,  our 

here,  hear  week,  weak 


144 


SECOND   PRIMARY    LANGUAGE   BOOK 


124.    Robinson  Crusoe  Leaves  his  Island 

I  had  been  on  my  island  twenty-eight  years, 
and  never  in  all  that  time  had  I  seen  a  Eu- 
ropean ship.  Yet  every  night  I  prayed  God 
to  send  one  to  take  me  away.  One  afternoon 
when  I  was  sleeping,  Friday  awakened  me 
with  the  cry:  "  Master!  Master!  They  are 
come!  They  are  come!"  I  jumped  up,  and 
to  my  surprise  and  joy  I  saw  a  ship  sailing 
in  toward  my  island.  At  first  I  thought 
I  was  dreaming. 

As  the  ship  came  near,  I  saw  that  the  sailors 
were  Englishmen,  my  own  countrymen.  When 
they  landed,  they  were  astonished  to  find  me 


SECOND    PRIMARY    LANGUAGE   BOOK 


145 


and  to  hear  the  strange  story  of  my  life  on  the 
island.  They  offered  at  once  to  take  me  and 
Friday  back  to  England  with  them. 

And  thus  it  was  that  I  left  my  little  island 
after  living  on  it  for  twenty-eight  years. 

How  long  did  Crusoe  live  on  his  island?  How 
did  he  get  away  from  the  island  ?  Where  did  he  go  ? 
Did  Friday  go  with  him  ? 

WRITTEN   EXERCISES 

I.  Write  a  letter  to  your  aunt  telling  her  that  you  have  been  read- 
ing stories  about  Robinson  Crusoe.  Tell  her  which  one  you  like  best 
and  why  you  like  it  best. 

II.    Write  the  story  about  Crusoe  that  you  like  best. 


146 


SECOND   PRIMARY   LANGUAGE    BOOK 


I.  The  Verb  to  be 

AFFIRMATIVE 

Present 

SINGULAR 

PLURAL 

I  am  busy. 

We  are  busy. 

You  are  busy. 

You  are  busy. 

He  is  busy. 

They  are  busy. 

Past 

I  was  busy. 

We  were  busy. 

You  were  busy. 

You  were  busy. 

He  was  busy. 

They  were  busy. 

Future 

I  shall  be  busy. 

We  shall  be  busy. 

You  will  be  busy. 

You  will  be  busy. 

He  will  be  busy. 

They  will  be  busy. 

I  have  been  busy. 
You  have  been  busy. 
He  has  been  busy. 


Present  Perfect 


We  have  been  busy. 
You  have  been  busy. 
They  have  been  busy. 


NEGATIVE 

Present.  I  am  not  busy.     You  are,  etc. 

Past.  I  was  not  busy.     You  were,  etc. 

Future.  I  shall  not  be  busy.     You  will,  etc. 

Pres.  Perf.        I  have  not  been  busy.     You  have,  etc. 


INTERROGATIVE 

Present.  Am  I  busy?     Are  you,  etc.? 

Past.  Was  I  busy?     Were  you,  etc.? 

Future.  Shall  I  be  busy?     Will  you  be,  etc.? 

Pres.  Perf.        Have  I  been  busy?     Have  you,  etc.? 

NOTE.  —  Let  the  pupils  complete  each  tense  in  the  negative  and  interrogative. 
Call  attention  to  the  position  of  not;  also  to  the  position  of  pronoun  or  noun  in 
the  interrogative  forms. 


SECOND   PRIMARY    LANGUAGE   BOOK  147 

II.  Progressive  Tenses 

Progressive  Present 
SINGULAR  PLURAL 

I  am  playing  ball.  We  are  playing  ball. 

You  are  playing  ball.  You  are  playing  ball. 

He  is  playing  ball.  They  are  playing  ball. 

Progressive  Past 

I  was  playing  ball.  We  were  playing  ball. 

You  were  playing  ball.  You  were  playing  ball. 

He  was  playing  ball.  They  were  playing  ball. 

Progressive  Future 

I  shall  be  playing  ball.  We  shall  be  playing  ball. 

You  will  be  playing  ball.  You  will  be  playing  ball. 

He  will  be  playing  ball.  They  will  be  playing  ball. 

Progressive  Present  Perfect 

I  have  been  playing  ball.  We  have  been  playing  ball. 

You  have  been  playing  ball.  You  have  been  playing  ball. 

He  has  been  playing  ball.  They  have  been  playing  ball. 

NOTE.  — If  the  pupils  have  been  thoroughly  drilled  in  the  negative  and  inter- 
rogative forms  of  to  be,  they  will  find  no  di(¥icalty  in  giving  the  same  respective 
forms  of  verbs  in  progressive  tenses.  This  matter  can  be  simplified  for  the  pupil 
by  showing  on  the  blackboard  thus;  write 

Negative.     I  am  not  busy. 
Then  erase  busy  and  substitute  playing  ball ;  thus, 

Negative.     I  am  not  playing  ball. 

Now  let  some  pupil  give  the  conjugation  of  the  present  in  the  negative. 
Treat  the  other  tenses  above  in  the  same  way.  Treat  the  interrogative  in  the 
same  manner;  as, 

Interrogative.     Am  I  busy? 

Erase  busy  and  substitute  playing  ball: 

Interrogative.    .Am  I  playing  ball? 

Ask  some  pupil  to  give  the  remaining  forms  of  the  present  in  the  interroga- 
tive. Treat  the  rest  of  the  tenses  above  in  the  same  manner.  Instead  of  playing 
ball  use  expressions  like  the  following :  throwing  a  stick ;  striking  the  desk ; 
speaking  loudly  ;  calling  a  dog;  lighting  a  Jire  ;  building  a  house. 


148  SECOND   PRIMARY    LANGUAGE   BOOK 

III.  Questions  in  Progressive  Tenses 

Present 
SINGULAR  PLURAL 

What  am  I  doing?  What  are  we  doing? 

What  are  you  doing?  What  are  you  doing? 

What  is  he  doing?  What  are  they  doing? 

Past 

What  was  I  doing?  What  were  we  doing? 

What  were  you  doing?  What  were  you  doing? 

What  was  he  doing?  What  were  they  doing? 

Future 

What  shall  I  be  doing?  What  shall  we  be  doing? 

What  will  you  be  doing?  What  will  you  be  doing? 

What  will  he  be  doing?  What  will  they  be  doing? 

Present  Perfect 

What  have  I  been  doing?  What  have  we  been  doing? 

What  have  you  been  doing?  What  have  you  been  doing? 

What  has  he  been  doing?  What  have  they  been  doing? 

NOTE. —  After  thorough  drill  in  the  above  forms,  let  the  pupils  ask  each  other 
questions  and  answer  them  ;  as, 

Questions  Answers 

What  am  I  doing?  You  are  standing. 

What  are  you  doing?  I  am  sitting. 

What  is  he.  etc.  ?  He  is,  etc. 

Finish  the  present  and  treat  the  past  in  the  same  way.  The  pupils  will  thus 
learn  that  in  question  and  answer  the  verbs  are  in  the  same  tense. 

After  the  pupils  have  memorized  the  above  forms,  let  them  use  nouns  in  place 
of  he,  she,  it,  they;  as,  "  What  is  the  pig  doing?  "  "  What  are  the  sailors  doing?  " 
"What  were  the  blacksmiths  doing?"  "  What  was  the  governor  doing?" 

In  place  of  doing,  use  making,  reading,  writing,  drawing,  striking,  seiving,  etc. 

Write  on  the  blackboard,  "  What  is  he  reading?  "  Erase  what  and  substitute 
for  it  where.  Now  let  the  pupils  read  the  question.  Let  them  learn : 

Where  am  I  reading?  Where  are  we  reading? 

Where  are  you,  etc.  ?  Where  are  you,  etc.  ? 

Finish  the  present  tense  and  treat  the  past  in  the  same  way.  Do  the  same 
with  when,  how,  why. 


SECOND   PRIMARY   LANGUAGE   BOOK  149 


IV.    The  Verb  to  play 

Present 
SINGULAR  PLURAL 

I  play  ball.  We  play  ball. 

You  play  ball.  You  play  ball. 

He  plays  ball.  They  play  ball. 

Past 

I  played  ball.  We  played  ball. 

You  played  ball.  You  played  ball. 

He  played  ball.  They  played  ball. 

Future 

I  shall  play  ball.  We  shall  play  ball. 

You  will  play  ball.  You  will  play  ball. 

He  will  play  ball.  They  will  play  ball. 

Present  Perfect 

I  have  played  ball.  We  have  played  ball. 

You  have  played  ball.  You  have  played  ball. 

He  has  played  ball.  They  have  played  ball. 

Past  Perfect 

I  had  played  ball.  We  had  played  ball. 

You  had  played  ball.  You  had  played  ball. 

He  had  played  ball.  They  had  played  ball. 

Future  Perfect 

I  shall  have  played  ball.  We  shall  have  played  ball. 

You  will  have  played  ball.  You  will  have  played  ball. 

He  will  have  played  ball.  They  will  have  played  ball. 

NOTE.  —  The  pupils  need  not  learn  all  the  above  tenses,  but  they  should  be- 
come familiar  with  the  first  four. 

Show  them  the  following  :  In  the  present  plays  is  used  only  with  he,  she,  it, 
and  singular  nouns.  In  the  past/AzjWis  used  with  all  pronouns  ;  played  \s>  also 
used  after  have  and  has  in  the  present  perfect. 


SECOND   PRIMARY    LANGUAGE   BOOK 


SINGULAR 
I  write  a  letter. 
You  write  a  letter. 
He  writes  a  letter. 

I  wrote  a  letter. 
You  wrote  a  letter. 
He  wrote  a  letter. 

I  shall  write  a  letter. 
You  will  write  a  letter. 
He  will  write  a  letter. 


I  have  written  a  letter. 
You  have  written  a  letter. 
He  has  written  a  letter. 


I  had  written  a  letter. 
You  had  written  a  letter. 
He  had  written  a  letter. 


V.    The  Verb  to  write 

Present 


Past 


Future 


PLURAL 

We  write  a  letter. 
You  write  a  letter. 
They  write  a  letter. 

We  wrote  a  letter. 
You  wrote  a  letter. 
They  wrote  a  letter. 

We  shall  write  a  letter. 
You  will  write  a  letter. 
They  will  write  a  letter. 

Present  Perfect 

We  have  written  a  letter. 
•   You  have  written  a  letter. 
They  have  written  a  letter. 

Past  Perfect 

We  had  written  a  letter. 
You  had  written  a  letter. 
They  had  written  a  letter. 


Future  Perfect 

I  shall  have  written  a  letter.  We  shall  have  written  a  letter. 

You  will  have  written  a  letter.  You  will  have  written  a  letter. 

He  will  have  written  a  letter.  They  will  have  written  a  letter. 

NOTE.  —  The  pupils  should  be  thoroughly  drilled  in  the  first  four  tenses. 

In  class  compare  the  conjugations  of^/«y  and  write.  Show  that  the  presents 
and  futures  of  both  are  formed  in  the  same  manner. 

Point  out  the  differences  in  the  pasts  and  the  present  perfects  of  these  two 
verbs.  Pupils  should  learn  the  past  form  and  the  form  used  with  have  of  all 
irregular  verbs  that  they  use.  For  these  forms  see  pages  153  to  157. 


SECOND   PRIMARY    LANGUAGE    BOOK  151 


VI.  Questions  in  Simple  Tenses 

Present 
SINGULAR  PLURAL 

Do  I  write  a  letter?  Do  we  write  a  letter? 

Do  you  write  a  letter?  Do  you  write  a  letter? 

Does  he  write  a  letter?  Do  they  write  a  letter? 

Past 

Did  I  write  a  letter?  Did  we  write  a  letter? 

Did  you  write  a  letter?  Did  you  write  a  letter? 

Did  he  write  a  letter?  Did  they  write  a  letter? 

Future  • 

Shall  I  write  a  letter?  Shall  we  write  a  letter? 

Will  you  write  a  letter?  Will  you  write  a  letter? 

Will  he  write  a  letter?  Will  they  write  a  letter? 

Present  Perfect 

Have  I  written  a  letter?  Have  we  written  a  letter? 

Have  you  written  a  letter?  Have  you  written  a  letter? 

Has  he  written  a  letter?  Have  they  written  a  letter? 

NOTE.  —  The  interrogatives  of  both  regular  and  irregular  verbs  are  formed  as 
above.  Instead  of  write  use  play,  and  let  the  pupils  give  all  the  tenses. 

There  are  only  two  changes  in  the  present,  do  and  does.  Does  is  used  with 
he,  she,  it,  and  singular  nouns.  In  all  other  cases  do  is  used.  The  form  write  is 
used  throughout  the  present.  Do  not  let  the  children  say,  "Does  he  writes?" 
"  Does  she  plays?" 

Did  is  used  throughout  the  past  with  the  form  write.  Be  careful  that  the 
pupils  do  not  say,  "Did  I  wrote?"  "Did  they  played?" 

Interrogative  sentences  in  the  future  are  formed  by  simply  placing  shall  or 
will  before  the  pronouns.  In  the  present  perfect,  have  or  has  are  placed  be- 
fore the  pronouns. 

When  the  pupils  have  memorized  the  above  forms,  ask  them  to  use  nouns  in 
place  of  the  pronouns  he,  she,  it,  they;  as,  "Did  the  boy  write?"  "  Will  the 
men  write?" 

Later  let  the  pupils  conjugate  each  tense  as  follows : 

When  do  I  write  a  letter?  When  do  we  write  a  letter? 

When  do  you  write  a  letter?  When  do  you  write  a  letter? 

When  does  he  write  a  letter?  When  do  they  write  a  letter? 

Do  the  same  with  where,  how,  why. 


152 


SECOND    PRIMARY   LANGUAGE    BOOK 


VII.  Negative  Statements 
Present 


SINGULAR 

I  do  not  sell  rice. 
You  do  not  sell  rice. 
He  does  not  sell  rice. 


PLURAL 

We  do  not  sell  rice. 
You  do  not  sell  rice. 
They  do  not  sell  rice. 


I  did  not  sell  rice. 
You  did  not  sell  rice. 
He  did  not  sell  rice. 


Past 


We  did  not  sell  rice. 
You  did  not  sell  rice. 
They  did  not  sell  rice. 


I  shall  not  sell  rice. 
You  will  not  sell  rice. 
He  will  not  sell  rice. 


Future 


We  shall  not  sell  rice. 
You  will  not  sell  rice. 
They  will  not  sell  rice. 


I  have  not  sold  rice. 
You  have  not  sold  rice. 
He  has  not  sold  rice. 


Present  Perfect 


We  have  not  sold  rice. 
You  have  not  sold  rice. 
They  have  not  sold  rice. 


NOTE.  —  Insist  upon  a  clear  pronunciation  of  do,  does,  did,  in  all  negative  state- 
ments. Do  not  let  the  children  form  the  habit  of  saying,  "  I  not  hear."  "  The 
man  not  came,"  etc. 

After  the  pupils  have  memorized  the  above  forms,  let  them  conjugate,  substitut- 
ing btty  for  sell. 

Let  the  children  put  the  sentences  on  pages  149,  150,  in  the  negative.  Let 
them  make  the  above  sentences  affirmative. 

The  negative  forms  with  do,  does,  did,  are.  difficult  for  children.  Drill 
frequently  and  thoroughly.  The  following  is  suggested  for  a  rapid  drill  exercise : 
Give  a  short  statement;  as,  "I  see."  Call  upon  some  pupil  to  give  the  nega- 
tive. Do  not  wait  too  long  for  a  response.  If  the  pupil  does  not  answer  at  once, 
call  on  another.  Give  many  other  statements  ;  as,  "You  jump.  "  "The  dog  ran." 
"They  will  return."  "  My  sister  has  gone,"  etc.  Give  two  or  three  minutes  of 
this  kind  of  drill  every  day  for  a  week.  Prepare  your  statements  before  coming 
to  class.  Be  careful  to  drill  in  all  the  tenses  above,  using  all  the  pronouns,  both 
singular  and  plural,  also  singular  and  plural  nouns. 


SECOND   PRIMARY    LANGUAGE   BOOK 


153 


List  of  Irregular  Verbs 

NOTE.  —  Do  not  use  the  term  "past  participle"  in  class,  but  show  the  pupils 
that  that  form  of  the  verb  which  is  used  with  have  or  has  is  found  in  the  last 
column. 

Encourage  the  pupils  to  use  this  list.  When  they  use  an  incorrect  form  in  the 
past,  or  with  have  or  has,  refer  them  to  the  list.  Every  pupil  should  know  the 
past  and  the  past  participle  form  of  all  the  irregular  verbs  that  he  uses. 


PRESENT 
arise 

awake 

be 
bear 

beat 

become 

begin 

bend 

bid 

bind 

bite 

bleed 

blow 

break 

bring 

build 

burst 

buy 

can 

catch 

choose 


PAST 

arose 
f  awoke 
1  awaked 

was 

bore 

beat 

became 

began 

bent 
Jbade 
jbid 

bound 

bit 

bled 

blew 

broke 

brought 

built 

burst 

bought 

could 

caught 

chose 


PAST  PARTICIPLE 

arisen 

awoke 

awaked 

been 

borne 
(  beat 
1  beaten 

become 

begun 

bent 

bidden 

bid 

bound 

bitten 

bled 

blown 

broken 

brought 

built 

burst 

bought 

caught 
chosen 


154 


SECOND   PRIMARY   LANGUAGE   BOOK 


PRESENT 

PAST 

PAST  PARTICIPLE 

cling 

clung 

clung 

come 

came 

come 

cost 

cost 

cost 

creep 

crept 

crept 

cut 

cut 

cut 

deal 

dealt 

dealt 

dig 

dug 

dug 

do 

did 

done 

draw 

drew 

drawn 

drink 

drank 

drunk 

drive 

drove 

driven 

eat 

ate 

eaten 

fall 

fell 

fallen 

feed 

fed 

fed 

feel 

felt 

felt 

fight 

fought 

fought 

find 

found 

found 

flee 

fled 

fled 

fly 

flew 

flown 

forget 

forgot 

forgotten 

forsake 

forsook 

forsaken 

freeze 

froze 

frozen 

(got 

get 

got 

J  & 
[  gotten 

give 

gave 

given 

g° 

went 

gone 

grind 

ground 

ground 

grow 

grew 

grown 

hang 

hung 

j  hung 
\  hanged 

have 

had 

had 

SECOND   PRIMARY   LANGUAGE   BOOK 


155 


PRESENT 

PAST 

PAST  PARTICIPLE 

hear 

heard 

heard 

hide 

hid 

hidden 

hit 

hit 

hit 

hold 

held 

held 

hurt 

hurt 

hurt 

keep 

kept 

kept 

know 

knew 

known 

lay 

laid 

laid 

lead 

led 

led 

leave 

left 

left 

lend 

lent 

lent 

let 

let 

let 

lie 

lay 

lain 

lose 

lost 

lost 

make 

made 

made 

may 

might 

mean 

meant 

meant 

meet 

met 

met 

pay 

paid 

paid 

put 

put 

put 

read 

read 

read 

ride 

rode 

ridden 

ring 

rang 

rung 

rise 

rose 

risen 

run 

ran 

run 

say 

said 

said 

see 

saw 

seen 

seek 

sought 

sought 

sell 

sold 

sold 

send 

sent 

sent 

set 

set 

set 

1 56 


SECOND    PRIMARY    LANGUAGE    BOOK 


PRESENT 

PAST 

PAST  PARTICIPLE 

shake 

shook 

shaken 

shed 

shed 

shed 

shine 

shone 

shone 

shoot 

shot 

shot 

shrink 

shrank 

shrunk 

shut 

shut 

shut 

sing 

sang 

sung 

sink 

sank 

sunk 

sit 

sat 

sat 

sleep 

slept 

slept 

slide 

slid 

r  slid 
(  slidden 

sling 

slung 

slung 

speak 

spoke 

spoken 

spend 

spent 

spent 

spin 

spun 

spun 

spread 

spread 

spread 

spring 

sprang 

sprung 

stand 

stood 

stood 

stay 

[  stayed 
(  staid 

f  stayed 
i  staid 

steal 

stole 

stolen 

sting 

stung 

stung 

strike 

struck 

struck 

string 

strung 

strung 

strive 

strove 

striven 

swear 

swore 

sworn 

sweat 

sweat 

sweat 

sweep 

swept 

swept 

swim 

swam 

swum 

swing 

swung 

swung 

SECOND    PRIMARY    LANGUAGE   BOOK  157 


PRESENT 

PAST 

PAST  PARTICIPLE 

take 

took 

taken 

teach 

taught 

taught 

tear 

tore 

torn 

tell 

told 

told 

think 

thought 

thought 

throw 

threw 

thrown 

[trod 

tread 

trod 

1  trodden 

wear 

wore 

worn 

weave 

wove 

woven 

weep 

wept 

wept 

win 

won 

won 

wind 

wound 

wound 

write 

wrote 

written 

SUGGESTIONS    TO    TEACHERS 

THE  principal  work  of  the  teacher  in  the  primary  grades  is  to 
help  the  children  form  the  habit  of  free  and  correct  expression  in 
English.  The  first  step  in  this  process  is  to  give  the  child  a  vocabu- 
lary of  practical  words  which  he  can  use  in  very  simple  and  short 
sentences.  This  vocabulary  must  grow  and  at  the  same  time  the 
child's  ability  to  use  the  words  must  be  developed,  otherwise  his 
knowledge  of  words  would  be  as  useless  as  boards  would  be  to  a  man 
who  knows  what  boards  are  but  can  make  nothing  of  them. 

When  the  pupil  takes  up  this  book  he  already  knows  the  mean- 
ings of  many  words  and  phrases.  He  understands  the  teacher  in  the 
ordinary  conversation  of  the  schoolroom  and  gets  the  thought  from 
the  printed  page  in  his  books.  But  he  finds  great  difficulty  in  ex- 
pressing his  own  thoughts,  and  even  though  he  has  the  words  at  his 
command,  his  expression  is  often  incorrect  and  sometimes  unin- 
telligible. He  is  prone  to  become  careless  and  form  the  habit  of  in- 
correct expression,  if  he  finds  that  incorrect  phrases  are  understood. 


158  SECOND   PRIMARY   LANGUAGE   BOOK 

The  child  aims  to  be  understood,  not  caring  whether  his  speech  is 
good  or  bad.  The  teacher  has  a  twofold  duty  :  (i)  He  should  aim 
to  break  this  habit  of  faulty  expression  both  by  correcting  the  mis- 
takes and  by  letting  his  own  speech  be  a  model  for  his  pupils  to 
follow ;  (2)  in  teaching  new  forms  of  expression,  he  should  set  out 
with  the  correct  form  and  insist  upon  its  being  used.  The  habit  once 
acquired,  correct  speech  is  just  as  easy  as  incorrect  speech. 

The  speech  of  children  should  receive  attention  at  all  times,  not 
only  during  the  periods  of  the  language  recitation. 

i.  Oral  Work.  —  In  view  of  what  has  been  stated,  it  is  evident 
that  the  oral  exercises  are  of  very  great  importance  and  should  out- 
number written  exercises.  Although  written  exercises  have  a  distinc- 
tive value,  at  this  period  of  the  child's  development  their  value  espe- 
cially is  to  impress  upon  the  child's  mind  the  form  of  oral  expression. 

Children  should  be  encouraged  to  tell,  in  their  own  words,  stories 
which  they  have  read  or  heard.  There  is  danger  in  interrupting  a 
child  too  often  while  he  is  telling  a  story,  for  he  may  become  confused 
and  forget  what  he  wants  to  say.  After  he  has  finished  his  story, 
correct  the  most  serious  errors,  or  ask  the  pupils  whether  they  noticed 
any  mistakes.  Let  the  pupils  feel  free  to  express  themselves  at  all 
times  and  let  all  corrections  be  made  in  the  spirit  of  kindly  helpful- 
ness. Story-telling  should  be  made  a  pleasure,  for  then  the  children 
will  talk,  and  often  one  will  wish  to  say  something  which  he  cannot 
express  in  English.  Then  comes  the  question,  "  How  do  you  say  that 
in  English  ?  "  And  when  he  is  told  how,  he  will  not  soon  forget  the 
new  expression  which  he  has  learned.  Do  not  encourage  the  telling 
of  long  stories. 

Pupils  should  not  be  allowed  to  continue  the  use  of  incorrect  forms. 
If  they  persist  in  saying,  "The  boy  run,"  give  them  the  correct  form. 
When  they  reach  the  lesson  in  which  that  particular  expression  is 
treated,  show  them  just  where  their  mistake  is,  and  let  them  see  that 
all  they  need  to  do  is  to  add  the  final  s  to  the  verb.  If,  after  the 
exercise  has  been  learned  and  the  pupils  have  been  drilled  on  that 
point,  they  still  make  this  mistake,  refer  them  back  to  the  lesson  and 
ask  them  what  they  must  do  to  give  the  expression  correctly.  Do 
not  let  the  children  feel  that,  when  a  lesson  has  been  passed,  it  should 
also  be  forgotten. 


SECOND   PRIMARY   LANGUAGE   BOOK  159 

At  the  beginning  of  some  lessons,  and  on  pages  146  to  152,  are 
sentences  in  which  the  verbs  are  conjugated.  These  should  be 
memorized,  in  addition  to  many  others  which  are  suggested.  If  a 
pupil  continually  says,  "How  you  make  this?"  after  he  has  had 
the  drill  on  questions  with  do  and  does,  let  him  first  correct  his  mis- 
take and  then  let  him  conjugate  the  present  tense  of  the  verb  in  that 
expression.  Children  have  great  trouble  with  negative  and  interrog- 
ative sentences.  Give  much  drill  on  them,  even  after  the  lessons 
in  which  they  are  treated  have  been  passed. 

Correct  pronunciation  and  clear,  distinct  enunciation  are  as 
important  as  correctness  of  form.  If  a  child's  pronunciation  is  poor, 
it  is  difficult  to  understand  him  even  though  his  speech  be  correct ; 
for  example,  some  children  pronounce  alike  man  and  men,  also  run 
and  ran.  If  you  should  ask  such  a  child,  "What  did  the  men  do?  " 
you  could  not  tell  whether  he  said,  "The  men  ran,"  "The  man  ran," 
or,  "  The  men  run,"  for  he  would  pronounce  all  alike.  When  teach- 
ing the  plurals  of  nouns  and  possessives  be  careful  that  the  final  s  is 
always  distinctly  heard  when  it  should  be  at  the  end  of  a  word,  other- 
wise there  should  not  be  the  slightest  sound  of  a  final  s.  This  is  also 
important  in  the  case  of  the  third  person  singular  of  verbs  in  the 
present.  The  extra  syllable  formed  by  adding  s  or  es  should  be 
distinctly  made ;  as  houses,  benches,  pushes,  dances.  The  ed  ending 
of  verbs  in  the  past  and  past  participles  should  always  be  heard. 
Sometimes  it  makes  the  sound  of  final  /,  as  v&  jumped,  dropped;  and 
sometimes  an  extra  syllable  is  added,  as  in  mended,  planted. 

2.  Preparation  for  Written  Work.  —  The  pupils  should  never  be 
allowed  to  write  an  exercise  until  they  clearly  understand  what  is  to  be 
done.  Every  written  exercise  should  be  gone  over  orally  in  class  be- 
fore it  is  written.  All  questions  should  be  answered  orally  and,  after 
they  have  been  written,  should  be  read  aloud  from  the  papers.  The 
sentences  in.  which  blanks  are  to  be  filled  should  be  read  in  class,  the 
pupils  supplying  orally  the  missing  words.  If  a  written  exercise  re- 
quires the  pupils  to  build  sentences,  much  oral  drill  in  sentence  build- 
ing should  be  given.  If  the  pupils  are  required  to  write  a  story,  letter, 
or  composition  of  any  kind,  a  good  thorough  oral  preparation  should 
be  given.  This  preparation  should  aim  to  call  attention  to  logical 
order  of  sentences.  It  is  well  to  hold  the  pupils  to  the  order  sug- 


160  SECOND   PRIMARY   LANGUAGE   BOOK 

gested  in  the  outlines,  questions,  or  models  of  stories  which  are  found 
in  the  book.     Read  the  note  to  Lesson  i. 

3.  Written  Work.  — The  pupils  should  be  inspired  with  a  pride  to 
hand  in  neat  and  well-written  papers.     When  collecting  the  papers, 
glance  at  each  one  and  hold  before  the  class  such  as  are  models  of 
neatness.     If  a  paper  is  hastily  and  carelessly  written,  hand  it  back  to 
be  done  over.     The  general  form,  as  found  in  Suggestions  to  Teachers 
in  the  "First  Primary  Language  Book,"  should  be  followed. 

In  the  exercises  on  letter  writing  pay  particular  attention  to  the 
form.  A  letter  should  be  carefully  written  and  neatly  folded.  Do 
not  let  pupils  write  long  letters,  or  about  too  many  things  in  the  same 
letter.  Business  letters  should  always  be  brief,  to  the  point,  and  polite. 

Correct  all  papers  as  directed  in  Suggestions  to  Teachers,  u  First 
Primary  Language  Book." 

4.  Spelling.  —  Whenever  you  look  over  a  set  of  language  papers, 
make  a  list  of  the  misspelled  words.     Require  each  pupil  to  keep  a 
list  of  all  words  that  he  spells  incorrectly.     Two  or  three  minutes  of 
any  recitation  may  be  devoted  to  a  spelling  exercise.     Spelling  should 
be  sometimes  oral,  sometimes  written. 

5.  Dictation.  —  Read  Suggestions  to  Teachers,  4,  "First  Primary 
Language  Book."     A  good  device  would  be  to  write  the  dictation 
exercise  on  the  board  before  school  and  cover  it  with  a  sheet  of  paper 
so  that  the  class  cannot  see  it ;  after  the  sentences  have  been  dictated, 
remove  the  paper,  and  let  each  pupil  correct  his  own  paper.     Then 
collect  the  papers  and  see  how  well  they  were  corrected.     Sometimes 
a  teacher  may  make  a  dictation  exercise  of  sentences,  using  words  that 
the  pupils  have  misspelled  in  their  written  work. 

6.  Method.  —  The  teacher  should  ask  all  the  questions  in  the 
book  which  develop  a  principle  in  language,  and  the  children  should 
be  prepared  to  answer  them.     This  work  will  enable  the  children  to 
think  for  themselves  and  will  help  them  to  understand  just  what  they 
must  do  in  the  written  exercises. 

The  aim  has  been  to  introduce  only  such  grammatical  terms  as 
are  necessary  to  make  the  exercises  clear.  Use  no  terms  in  class 
except  such  as  you  find  in  the  text  for  the  pupils. 


UNIVERSITY  OF  -eALIFORNIA  LIBRARY 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


"".  24  191 


DEC  2  2  1989 
CIRCULATION 


DEC  14Z003 


30m-6,'14 


YC  01344 


